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...PREFACE... 



In this a^e of books the tendency seems to be that whoever can scrib- 
ble does so. But the few words and thoughts contained in this essay- 
have a purpose, and that purpose is simply to present the conditions and 
the needs of girls, viewed from the stand-point of their education. The 
importance of this is beyond question And especially because we do 
not find these facts in a suitable form; they can be obtained only by 
searching. 

The author does not lay any especial claim to originality of thought In 
the discussion of the various questions; he can only hope that his efforts 
in gathering these facts and arranging them will be appreciated by those 
to whom it is of value. The method of presentation, however, is entirely 
original. 

Special acknowldgement and thanks are due to the various lady teachers 
and mothers who have so kindly and carefully answered my letters of 
inquiry; also to my friends Messrs. E. H. Meeker and G. E. McCutchen, 
who by their carefulness and suggestions rendered me invaulable aid. 

Trusting that this essay will be of value to some one, the auther sends 
it forth, with an etfectionate God-speed. 

Don Carlos Guffey. 



■\ 



TO THE FAIREST 

OF CREATION, 

GODS LAST, BEST WORK, 

THE GIRLS AND WOMEN OF AMERICA, 

THIS LITTLE VOLUME 

IS DEDICATED 

WITH LOVE AND RESPECT. 



Press of 

CONGER & MARTIN. 

Unionville, Mo. 



VAKT I. 

ZTAe yfature and Purpose of Oclucation, 



The problem of the ages has been: Given, mind and matter in combina- 
tion, how to make a man. This is the problem that educational theories 
try to solve. The solution, however, depends upon the conception of 
what a man is. It has been truly said that "among all nations the direc- 
tion impressed upon education depends on the idea which they form of 
the perfect man. Among the Romans it is the brave soldier, inured to fa- 
tigue, and readily yieldingto discipline; amongthe Athenians it istheman 
who united in himself the happy harmony of moral and physical perfec- 
tion; among the Hebrews the perfect man is the pious, virtuous man, who 
is capable of attaining the ideal traced by God in these terms: '^e shall 
be holy, for I the Lord your God am holy.'" There was a time when all 
the attention was given to the development of the physical powers; anti- 
thetic to this the time came when education was wholly absorbed in de- 
veloping the intellectual side of man; but we make the synthesis, and 
hold that neither is complete, that each forms but a part of man — no man 
can be produced in all his strength and beauty and glory with only one 
side developed. Complete development — of mind, of soul, of body — is the 
end of education. 

Let us inquire more definitely into this. Accordiug to Davidson, * 
education is the process by which man is enabled to transcend his 
original nature, or sensuous life, ruled over by instinct, and assume the 
ideal nature, or moral life, ruled by reason. Reflection shows that man's 
"original nature" maj-^ be almost diametrically opposed to his ideal nature. 
Hence, in order to develop the latter it may be necessary to resist, and, 
perhaps, almost entirely to suppress the former. But we must remem- 
ber that the highest development is attained only when the reason and 
the will gain complete ascendency over the desires and passions; and 
that this power of reason and will is directly proportional to the number, 
frequency, strength, and complexity, of the inhibitions. The relation of 
the sensuous life to the moral is as servant to master. Yet the moral 

*See Davidson's Education of the Greek People. 



cannot be separated and educated distinct from the mental and bodily 
powers; for in every moral act the rational, emotional, or volitional, fac- 
ulty is employed, and one at least, of these same faculties is active in 
every mental or conscious bodily action. It is almost a truism to say 
that true morality necessitates not only will power, but judg- 
ment. We cannot justify the senseless mother who through self sacrifice, 
though from the purest and noblest motives, brings up ''an egotistical 
weakling of a son. " Buckle has somewhere said, "That we want to do 
our duty is the moral part; that we know how to do it is the intellectual 
part. 

Professor Huxley, t in his interesting essays, has written, "That 
man, I think, has had a liberal education who has been so trained 
in his youth that his body is the ready servant of his will, and does with 
ease and pleasure all the work that, as a mechanism, it is capable of; 
whose intellect is a clear, cold, logic-engine, with all of its parts of equal 
strength, and in smooth working order, ready, like a steam engine, to be 
turned to any kind of work, and spin the gossamers as well as forge the 
anchors of the mind; whose mind is stored with a knowledge of the great 
and fundamental truths of Nature, and of the laws of her operations; one 
who, no stunted ascetic, is full of life and fire, but whose passions are 
trained to come to heal by a vigorous will, the servant of a tender con- 
science; who has learned to love all beauty, whether of nature or art, to 
hate all vileness, and to respect others as himself." According to this a 
liberally educated man is one completely developed. It involves not only 
complete development, but complete living. Therefore there is not only 
a theoretical side to man's life, but also a practical side; and education 
must be not only subjective, but objective — it must produce human de- 
velopment, and also furnish practical wisdom. In a word it must pre- 
pare one for complete living. Such a view is that of Spencer. Locke 
would have accepted this same view: and Milton would have been satis- 
fied with it, for he says in his Tractate, "I call a complete and gener- 
ous education that which fits man to perform justly, skillfully and mag- 
nanimously all the offices, both public and private, of peace and war. "" 

In human nature we must find the principles that govern education. 
One of the laws of life is development; things are not created, they grow. 
The boy becomes the youth; the youth becomes a man. Professor Quick,! 
speaking on this point, has said: "Each stage has its own complete- 
ness, and there is a perfection in childhood which must preceed 
the perfection of manhood just as truly as the flower goes before the fruit. " 
Education, therefore, must have corresponding gradations. But gi'owth 
demands self-activity; to make the body firm, yet supple and skilful, 
exercise is necessary; to make the mind vigorous and acute, activity is 

tSee Milton's Tractate; Huxley's Essay on Education; Spencer's Education; 

Locke's Thoughts on Education. 
|See Quick's Educational Reformers, 



required; to make the moral nature stable and strong, constant training 
is indispensible. Everyman makes himself; he is but a "bundle of 
habits;" he is essentially self-activity. But this self-activity must act 
on something. Johnnot says:^ "As food is indispensible to physical 
growth, so without knowledge the mind cannot grow. While the mind, 
from the first possesses all the germs of mental power, it is the appro- 
priation of knowledge alone that converts its latent and apparently pas- 
sive capacities into active capabilities." Knowledge, then, is the food of 
the mind. It is in the analysis, classification and explanation of this 
knowledge that practical wisdom is obtained and the mind developed. 

Although we hold the mind to be self-activity, with Rosenkranz, yet we 
agree with Locke that there are do "innate ideas," that the mind, there- 
fore, receives all knowledge from without. But we cannot assent to his 
view of the nature of the mind, when he says that it may be compared to 
a completely blank sheet of paper. On that point we agree with Kant, 
that there is something in the mind which corresponds to the lines on the 
sheet of paper. By this is meant that the mind possesses certain powers 
of self-activity, which need only to be excited by some exterior process: 
that the mind will function after certain fashions when the sensations are 
received. A man's environment is very largely what his understanding 
makes it, and as moral life depends upon environment, it follows that it 
depends upon the world as he creates it. So we can say that the mind is 
an empty-ruled tablet, the world writes its characters thereon. Experi- 
ence is the only penman. Education, therefore, is not creative, but di- 
rective; it simply gives an opportunity for development. As our 
view of the world is determined by the spectacles we wear, it is, 
therefore, the business of education to see to it that the spectacles are the 
right kind. Education cannot make a man; what nature has left out he 
must lack forever; it can only aid him in his formation. A human being 
cannot be made to order — his disposition, his individuality, his energies, 
his opportunities — all enter into the proposition. 

This is true not only of men, but also of women. And as strikingly 
true is it that, if the nature of man is different fundamentally from that of 
woman, then must his education differ from hers; if she has a different 
function to perform in life then must her education conform to such differ- 
ences. The laws of these differences are to be discovered in human na- 
ture itself. 

So much for our general theory of education. Now let us turn to the 
historical side of our problem, and ask: "What are some of the factors 
that determine, at any particular time, educational theories and practices? ' ' 

In the first place we may say that a man's psychological or philo- 
sophical system determines his view of education. Malebranche, the 

§Quoted by Compayre in History of Pedagogy. 



4 

mystic and idealist, would have the child instructed in abstract truths, 
totally disregarding the senses: Locke, on the other hand, a realist and a 
sensationalist, believed in practical instruction of the senses. With a 
change of psychology comes a change of the theory and practice of edu- 
cation. One's ethical code is no less a determining factor; an optimist, 
like Pestalozzi, would hold one view; a pessimist, like Rousseau, would 
promulgate the opposite. The educated and the uneducated would differ 
almost as widely. 

But this is not only true of individuals, it is true of nations as well. The 
accepted philosophy, the religi(.us system, the ethicalcodes and the bodies 
of laws — all help to determine the education believed in and practiced. 
They are expressed in the laws of conduct, both statute and social or un- 
written laws; customs and manners grow out of them. The moral doc- 
trines and the ideals of the times are very potent factors. The general 
character of the people determines the national ideals, which are express- 
ed in social, political, and religious conditions. The civilization of any 
people is an index to the educational ideal: changes of civilization re- 
quire corresponding changes in education. The conception of the worth 
of a man or of a woman, fixes his or her education. Difficult indeed is it 
for one to rise above, or to transform, the social estimate. 

This fact, then, shall be our guiding principle in our determination of 
the past education of woman: her education bears a definite relation to 
her social position, to the place assigned her by the particular civiliza- 
tion involved. 



5 

FflRT II. 

J^istori'cai Orientation. 



Having presented our analysis of the nature and purpose of education, 
we shall now attempt to present briefly the various degrees of education 
received by woman in themore importantcountries of the world — ancient, 
mediaeval, and modern; and to trace as best we can the development. 

THE ANCIENT ORIENTAL NATIONS. 

Among the ancient oriental nations the fundamental principle of the 
civilization is unreserved devotion and subjection to some external power. 
In China it is the "trodden paths of the fathers," among the Indians and 
the Egyptians it is the cast system; among the Persians it is the state; 
while for the Hebrews the controlling external power is the theocracy. 
There we find total suppression of the individual — he is of little worth m 
and for himself; his value depends upon what he is worth to this extran- 
eous force. "It does not aim to beautify the stone, but simply to fit it 
for its place in the wall. " Individuality, personal worth, is not dreamed 
of; and under such conditions we are not surprised when we learn that 
the education of woman is an unthought of thing. 

If the state was the supreme power, if all had to exist for the state and 
for the state only, of what use was the Persian woman? She did not go 
forth to do battle, she could not direct the state in such turbulent times — 
these things had to be left to the physically strong, to the men. Then wo- 
man's sphere was to be a mother and to be this only. She was slavishly 
subordinate to her husband, being required to ask him seven times each 
morning what he wished her to do, and when she had received his answer 
she was compelled to withdraw from her lord in silence, to obey his dicta- 
tes. She wasexcludedfromtheadvantagesof an education. Evena worse 
condition prevailed in China, where the women were held in contempt. 
It was believed that they could have no hope for life beyond the grave, 
and that they were incapable of spiritual life. They, too, were destitute 
of the benefits of education. The women of India had little better oppor- 
tunity; for here again they were in absolute subjection to men. They 
did not rise in their education above that of Sudras — both being com- 
pelled to learn and observe the usages of the cast system. Further than 
this women had no share in education. But among the ancient oriental 
nations a partial exception occurred in tlie Jews. Only the Hebrew boy 
was taught to read and write; but the girl was not totally lacking in in- 
struction — she was taught to spin, to weave, to prepare food for the table, 
to care for the household, to sing, and even to dance. The education was 



thus domestic and practical. The last chapter of Proverbs gives us the 
Hebrew conception of woman. And to their everlasting praise be it said 
that they made an attempt to appreciate woman. And, further than this, 
we are told by Painter that in nearly all families of high rank the daugh- 
ters spoke Greek. 

THE ANCTENT CLASSICAL NATIONS. 

Turn we now from these ancient oriental nations to the ancient 
classical nations — those two nations of ancient times to which 
modern civilization owes the greatest debt — to the Greeks for intellect 
and literature, to the Roman for will and law. And what shall we say of 
them? What did they do to advance the cause of woman? 

Before these questions can be answered we must find out what the 
ideals of these different people were. In Greece we find a division, strong 
and well defined, between Athens and Sparta. For the Athenian the 
ideal was a man perfectly developed — mentally and physically — an in- 
tellectual athlete. He worshiped the beautiful, and with it he confused 
the good, identifying the two. For the Spartan the ideal was the per- 
fect soldier; he who knew no fear; he who knew no retreat; he who 
courted death on the battle field next to victory itself. The Athenian 
trained for the intellectual citizen; the Spartan trained for the fearless 
warrior. 

What effects could such conceptions have upon the social estimate of 
woman? One natural effect of a principle centering totally in the state 
was to dispense with all things that would not advance this end. As a 
consequence, throughout Greece, except at Thebes, the weak and de- 
formed young, both male and female, were put to death or allowed to 
starve. 

But this was not the whole story. At Athens woman was held in al- 
most absolute oriental seclusion. Strange marriage customs show the 
social position of woman. For example, at the nuptial banquet by privi- 
lege the women were allowed to be present, but the bride must remain 
veiled, and all the women had to sit at a table separate from the men. 
The wife was considered more a thing than a human being, like unto a 
man. The young mistress was not allowed to venture out of the house 
without her husband's permission, and was allowed toi receive with- 
in the home only ladies and nearest male relatives. The husband, or the 
father was complete master of the household; the wife was permitted to 
transact no business: nor was the husband held responsible for any con- 
tract entered into through her advice. And sometimes they went even 
farther than this: a widow might be bequeathed by the will of her de- 
ceased husband to his friend or relative. From this it is not difficult to 
conclude what the education of a girl was — she was taught to card wool, 
to spin, to weave, to embroider, to serve her father or husband. Painter, 



in his History of Education, says: "In Attica, female education was neg- 
lected. The wife was servilely subject to the husband. As a rule it was 
women without character who sought to increase their charms by intel- 
lectual culture." Athens had intellectual and political liberty, but not 
social liberty. Women could not make citizen, therefore, their role in 
life was a subordinate one. "The idea of human dignity and of the value 
the human person had not j'^et appeared. A man had value only in pro- 
portion to the service he could render the State, or commonwealth, and 
woman formed no part of the commonwealth. " The Athenian girl or wife 
knew not the freedom of the Spartan maid or mistress. 

What the environment of Sparta demanded was a strong indefatigible 
soldier. What then must have been the character of the mother? What- 
ever she ought to have been to fill her function, at any rate she was 
"brawny, strong-minded, strong-fisted." She, as well as her brother, 
was educated in the palaestra to run, to leap, to wrestle, and to fight. 
The daughter was trained to unflnchlng defiance of womanly tenderness. 
By education she was thus far a stoic. So we are not surprised when we 
learn that the mother gave the shield to her son with no tears of grief, 
but with the firm exhortation: "Return with this shield or upon it. " 
She hated a coward: She considered it but the duty of blind Eurytus to 
be in the front of the battle of Thermopylas; and she held in contempt 
the blind Aristodemus because he made his blindness an excuse to re- 
frain from battle, though he afterwards died bravely at Platea. But the 
mistress of Sparta was not shut up in a harem; she was allowed to ap- 
pear in public when she pleased, and could even give her opinion on 
matters of state. Speaking of the education of girls at Sparta, Painter* 
says: "The girls were not neglected. In the interest of a hardy race, 
they were encouraged to engage in gymnastic exercises, in which the 
claims of modesty were often forgotten. This physical ti-aining was not 
without perceptable results, and the Spartan women became the admira- 
tion of all Greece for thSir development, strength and beauty. They 
cherished a passionate love for country. Nothing appeared to them so 
shameful as cowardice, and the Spartan mother could hear unmoved of 
sons and husbands slain in battle, if they died facing the enemy." The 
woman of Sparta was the master of the man; her estimation deter- 
mined him. 

We are disappointed when we investigate the theories of education pro- 
posed by the greatest of Greek thinkers, and well nigh of the world — 
Plato and Aristotle. We might hope to find in their writings a true es- 
timate of woman, but we would hope in vain. It is true that Aristotle de- 
clares the family to be the true foundation of social life; it is also true 
that he recommended home training by the mother, till seven years of 
age; but be agreed with the prevalent view that women and slaves were 

*History of Education. 



8 

to be shut out from the benefits of education. Xenophon, however, in his 
"Economics," approaches a truer conception. Speaking of his book, 
Compayre says:* "Before their marriage the Athenian maiden had learn- 
ed only to spin wool, to be discreet, and to ask no questions, virtues 
purely negative. Xenophon assigned to her husband the duty of train- 
ing her mind, and of teaching her positive duties of life — order, economy, 
kindness to slaves, and tender care of children. Xenophon has the merit 
of rising above the prejudices of the times, and of approaching the ideal of 
the modern family, in calling women to participate more intimately in the 
affairs of the house and in the occupation of her husband.'' 

Of the other ancient classical nation — Rome — we may ask: wha^t was 
the determining characteristic of it's education? By nature and environ- 
ment the Roman was preeminently practical; he cared not for the ab- 
stract ideal of the Athenian; he was governed by utility. Woman, then 
must be considered from the same point of view; she must beojudged by 
the same standard. 

What was the Roman's conception of woman? Until marriage the 
daughter was kept in almost oriental seclusion, but after that she was 
given much freedom. The Roman matron, unlike the Greek mistress, en- 
joyed great freedom of action, both without and within the house. She 
was permitted, even in the virtuous days of Rome, to be present at the 
circus, the theatre, and the arena. Woman held an exalted position in 
the family; in the home she became the equal of man, though the hus- 
band theoretically had complete control and authority over the house- 
hold, the gentleness and tenderness of the mother, with her virtues and 
tact, conquered his sternness and severity. She was the guardian of the 
household and the teacher of her children. The character of the woman 
produced during Rome's nobler days wasadmirable. "Its leading traits. " 
says Painter, i "were attractive dignity, strong motherly instinct, and 
lovely domestic virtues." All praise and honor to Cornelia for her de- 
votion to the format'or of the characters and education of the Gracchi — • 
"her most precious jewels. " 

Noble are the offspring of noble mothers. But Rome degenerated; she 
became corrupt; family ties were snapped asunder; respect for woman 
was lost; and finally divorce was the order of the day. Woman became 
a voluptuary; she lived in luxury, giving the care of the children over to 
slaves, faults and vices not considered. 

In the category with Xenophon we put Plutarch. Each ascribed to the 
family an exalted position. According to Compayre, t Plutarch restores 
to the wife her place in the household. He associates her with the hus- 
band in the material support of the family, as well as in the education of 
the children. As the mother must take part in the education of her chil- 

*History of Pedagogy. 

tSee his History of Kducation. 

JSee his Kistore of Pedagogy. 



9 

dren, she herself must be educated. Plutarch proposes for her the high- 
er studies of mathematics and philosophy. But nature has excellently 
endowed her: "With woman, tenderness of heart is enhanced by a pleas- 
ing countenance, by sweetness of speech, by an affectionate grace, and by 
a high degree of sensativeness. ' 

Thus we find in Rome a truer estimate of woman than among the Greeks. 
And likewise we find a higher valuation of her by the classical than by 
the oriental nations. There no individuality is recognized — here partial 
individuality is manifest. Man has gained a degree of personal freedom. 
But another force is necessary to give, to insure, complete independence 
— this force we shall find in Christianity and Teutonism. 

CHRISTIANITY AND TEUTONISM. /" 

And what is this new principle introduced by Christianity? In a word, 
we may say that it is the exaltation of the individual. No longer is the 
caste system the important consideration; but now it is the worth of the 
individual — it is personal freedom. Is there no difference in the minds of 
men? Yes, there is; but before God there is none: every soul is the 
equal oif every other soul. Does this include all men? Yes, and like- 
wise it includes all women. Woman is, therefore, the equal of man; such 
was she considered by the early -Christians. For, how can man save 
himself except through his own faith? He is not saved by the faith of 
somebody else. The same is true of woman; she is saved by her own 
faith; hence equal recognition. 

Moreover, we find the Founder of Christianity showing the deepestcon- 
cern in his mother, and the noblest tenderness for her. He honored his 
father and his mother, obeying the commandment: "Thou shalt honor 
thy father and thy mother. " We find him helping the lame man to walk, 
and causing the blind man to see; but we also find him giving the "water 
of life" to the woman at the well, and forgiving the sinning woman. 
Then deos he not bless Martha for her thrift, and Mary for her devotion? 
In another way we can learn of Jesus' estimate of woman. At the mar- 
riage feast in Cana he was present, and by his presence made sacred the 
institution of marriage. Painter,* in speaking of Christianity, says: "It 
elevates marriage into a divine right. It makes the wife the friend and 
companion of her husband, their union symbolizing that of Christ with 
the Church. " Henceforth a sacred halo surrounds wifehood and mother- 
hood. Was not he, himself, the son of Mary? And does he not honor 
her above all person? Wherever Christianity has spread, it has carried 
with it refining influences that have everywhere tended towards the 
elevation of woman Whatever of truth or of falsehood there is in 
Christianity, no man can deny that great and beneficial have been its 

*lJistory of Kducation. 



10 

results to all peoples — and in nothing has it been greater than in the 
recognition and building up of the beauty and strength, nobleness and 
purity, of womao's character, in making sacred the home, in honoring 
marriage and laying its richest blessings upon wife- and motherhood. 
Tertulian,* a Church father of the second century, says: "How intimate 
the union between believers! Their hopes, their aspirations, their desires, 
all the same! They are one in failh and in the service of the Lord, as 
they are also in flesh and in heart. In mutual concord they read the 
Scriptures, and fast and pray together, aiding and sustaining each other 
by mutual instruction and encouragement. They go in company to the 
house of the Lord; they sit together at his table. In persecution and in 
want they bear their mutual burdens, and participate in each other's joys. 
They live together in mutual confidence, and in the enjoyment of each 
other's society. In the freedom of mutual confidence they administer to 
the sick, relieve the needy, distribute their alms, and each freely engages 
in his religious services without concealment from the other. Unitedly 
they ofi'er their prayers to God, and sing his praise, knowing no rivalry 
but in these acts of devotion. In such scenes of domestic bliss, Christ 
rejoices and adds his peace. To two so united He grants his presence; 
and where he is no evil can abide. '" 

Such sentiments chimed in well with tho.se of the Teutons. Among the 
Teutonic tribes, woman was held in high esteem. She was regarded as 
the equal of man, and in some things even his superior. She was even 
looked upon as sacred, since they thought she had the power of prophecy. 
or was inspired by the gods. Meutzel't tells us that "young maidens 
were brought up in the retirement of the home, where they busied them- 
selves in domestic employment, and only associated with men whenever 
a guest arrived at the paternal roof. ' This was not infrequent, for 
among the Germans, to hospitality and friendship their was no end. ^et 
marriages were, as a rule, late in life: a custom to which we give our 
hearty approval, since it leads to robust strength, and blooming health. 

Again, the personal worth of woman was so highly appi'eciated that her 
only attractions, virtue and beauty, (since by custom they were portion- 
less), were sufficient for all necessity. Wealth counted for naught. But 
the woman's virtue lay almost entirely in her purity. Castity was held 
sacred. "Any insult," says Menzel, "ottered to female modesty or honor 
was deemed an unpardonable crime, and punished with death. ' More- 
ever, for an injury committed against woman, the crime was double or 
treble what it would have been for the same offence committed against a 
man. Women were also allowed to carry arms, to speak in counsel, and 
if skilled enough, to lead an enterprise. To quote again from Menzel :t 

♦(Quoted by Painter. 

tThese statements quoted are from Menzel's History of Germany. 



11 

"The mother of the family ruled the whole household, and was treated 
with the greatest deference by the women, slaves and children. She 
superintended the cleanliness of the house, the kitchen, the cellars, the 
table, the beds; the making of the clothing, the brewing of beer and 
mead; she was also acquainted with surgery, and busied herself with the 
preparation of balsam, for the wounds of the men; and finally, she was 
the family prophetess, and on important occasions held communion with 
the gods by means of mysterious signs, and the casting of lots." 

The Christian conception united to that of the Germanic would nearly 
have given us a fulfillment of our ideal. Beautiful and worthy of realiza- 
tion as all this is, we are disappointed when we begin our search for it. 
Other things came in to prevent it; of them we shall now speak. 

As a reaction to the lasciviousness of Rome, to her luxury, to her social 
corruption, the early followers of Christianity went to the opposite ex- 
treme and established Monasticism: the reaction to "this worldliness" 
was "other worldliness." The so-called blessings of this world must be 
given up for the happiness of the other world. This body, the things of 
this life, the beautiful nature that surrounds us — all are but a deceiving 
garb that Satan puts on. Therefore, get away from this life, this body, 
this world. To the education of the period there is a strong one-sided 
religious tendency. The Church becomes the exclusive mistress of ed- 
ucation and instruction. As a representative of the education of the 
times we shall consider the principles proposed by St. Jerome. His let- 
ters on "The Education of Girls" form the basis of our study. Concern- 
ing them Compayre* says: "The general spirit which pervades them 
was narrow, distrustful of the world, which pushes the religious senti- 
ment even to mysticism, and disdain for human affairs to asceticism." 

Let us see what the daily program of a girl would be according to St. 
Jerome: "Let the companions she chooses be not well dressed or beauti- 
ful, or with a voice of liquid harmony; but grave, and pale, and meanly clad, 
and of solemn countenance. Set over her an aged virgin, of approved 
faith, and modesty aud conduct, to teach and habitate her, by her own 
example, to rise up by night for prayer and psalms, to sing her morning 
hymns, and to take her place in the ranks, like a Christian warrior, at the 
third and sixth, and ninth hours, and, again, to light her lamp and offer 
up her evening sacrifice. Let the day pass, and the night find her at this 
employment. Prayer and reading, reading and prayer, must be the or- 
der of her life; nor will time travel slowly when it is filled with such en- 
gagement. " Would a day filled with reading and prayer exclude such 
healthful exercises as walking and bathing? "For my part, " says St. 
Jerome, "I entirely forbid a young girl to bathe. Do not let Paula (the 



*See Compayre's History of Pedagogy. 



12 

girl's name) be found in the ways of the world, in the gatherings and the 
company of her kindred; let her be found only in retirement."' And 
what of music, must it, too, be left out? "Never let Paula listen to musi- 
cal instrument." What a life with no music in it! Now tliat he has pre- 
scribed letters, and the arts, and necessary pleasures, can he go farther? 
Why would he choose companions as the above quotations mention? Be- 
cause the human heart itself is human, una all that is human is evil, and 
is, therefore, to be avoided. "Do not allow Paula to feel more affection 
for one companion than for others; do not allow her to speak to such a 
one in an under-tone. Let her be educated in a cloister, where she will 
not know the world, where she will live as an angel, having a body but 
not knowing it. " 

THE MIDDLK AGES.* 

During the Dark Ages all education was neglected, but especially the 
education of woman. We can account for this intellectual stupor by re- 
ferring to a few facts. The times were times of war, and war leaves 
neither security nor leisure; and both security and leisure are necessary 
for intellectual attainments. In addition there was no national language 
taught. Latin was the language of education, and few of the middle 
classes knew Latin. The native language is the language of enlighten- 
ment or of reform. Besides, books were few — there were no printing 
presses in those days, and few copyists. 

But why was woman, especially, neglected? We must not now forget 
that the Church was the sole mistress of education and that that which 
did not strengthen her was disregarded. The education of woman wasin 
no way a necessity, hence it was not practiced. 

But to the stunted asceticism of the church we have a reaction in the 
Knightly Education of the Middle Ages. It was in diametrical opposition 
to the education of the Church; what the Church had condemned, it 
praised and practiced. Physical training, knowledge of the mother ton- 
gue, polished manners, love of glory, ability to write love-poetry and to 
sing, and above all worshipful consideration of women, and devotion to 
her, — were the principles of Knightly Education. t Before they could be- 
come knights they had to vow that they would speak the truth, defend the 
right and the true religion; they had to swear — 

'■To honor their own words as if their Lord's 
To lead sweet lives in purest chastity, 
To love one maiden only, cleave to her, 
And worship her by years of noble deeds, 
Until they won her." 

The knight must devote his life and labor to his lady-love. Is this not 

*Many interesting and valuable points may be obtained from 

Painter's "Letters on Education." 
fTennyson's Idylls of the King gives an entertaining and 

vahiable exposition of Knigtithood. 



13 

in full contrast to the destruotioQ of all love and affection of St. Jerome? 
By such devotion the position of woman was greatly raised. She, too, 
must therefore be educated. Speaking of female education during the 
Middle Ages, Painter* says: "During the Middle Ages, female education, 
outside of the knightly order, was generally neglected. Here and there 
in connection with nunneries a few women attained distinction for their 
learning, but these classes were exceptional. Among the knightly class, 
where women were held in high honor, great attention was paid to female 
culture. Not only were the young women instructed in the feminine arts 
of sewing, knitting, embroidery, and housekeeping, but thej'^ also re- 
ceived an intellectual training which, in addition to reading and writing, 
often included an extensive acquaintance with French and Latin." 

There are several causes that led to the production of such an educa- 
tional system as that which we have denominated "knightly education." 
One may be found in the Crusades themselves. They opened up new 
fields for inquiry; they gave new opportunities, ard furnished new mo- 
tives: other manners and customs and thoughts were introduced; -they 
quickened commerce and trade, causing a general elevation of the lower 
classes of the people. War led to loveof glory, and devotion to Chrisian- 
ity conduced to nobler purposes. But in the Germanic element must we 
find the origin of the high regard and devoted esteem in which women 
were held. The lovely flower of miune-song or love-poetry, and of noble 
gallantry had its origin in a beautiful fable of "celestial women." The 
celestial women were believed to be heavenly maidens, who hover- 
ed over every battle field, and chose expiring heroes for their companions 
in the eternal joy of heaven — death then was a nuptial feast. Earthly 
maidens were also regarded as celestial women when they girded on the 
sword and took part in battle. We can easily see how this changed into 
the Christian Knight and his Lady-love giving him his spurs and buck- 
ling on his armor. For honor, and liberty, and love of glory we are in- 
debted to the early Germans especially. In his History of Germany 
Menzel says: "To insult or injure a woman was against the laws of 
chivalry, for honor imposed upon the strong the defense and care of the 
weak. Woman, the ideal of beauty, gentleness, and love, inflamed each 
knightly bosom with a desire to serve her, to perform great deeds at her 
bidding or in her name, to worship her as a protecting divinity or a saint, 
to conquer or to die under her colors; and this submission to the gentle 
yolk of women, bred in humility and religion, chiefly contributed to civil- 
ize and humanize the manners of the age. " 



*Quoted from his History of Education. 



14 

RENAISSANCE. 

The next period in the development of history is the Renaissance. By 
the Renaissance we mean the revival of learning, or the return to the 
study of Latin and Greek. The educational ideal of the period is the 
accomplished scholar— the student of the classical languages. It must 
be borne in mind, however, that the theory of education of the times was 
far ahead of the practice. From participation in the literary treasures of 
antiquity the scholars of the Renaissance do not exclude woman. She is 
considered, by such men as Erasmus and Vives, as worthy of an eqnal 
share with man. The former recommends the wife to pursue the studies 
which will assist her in educating her own children, and in taking part 
in the intellectual life of her husband; the latter advises young girls to 
read Plato and Seneca. However, we have different views presented by 
Montaigine*. For him woman should be kept in a state of ignorance, be- 
cause instruction would mar her charms. And these natural charms 
assure her sex an advantage with which she should be content. Such 
studies as rhetoric must be prohibited, for that would conceal her "natur- 
al charms under borrowed charms." Listen how contemptuously he 
speaks of woman: "If, however, it displeases them to make any conces- 
sions whatever, and they are determined, through curiosity, to know 
something of books, poetry is an amusement befitting their needs; 
for it is a wanton, crafty art, disguised, all for pleasure, all for show, just 
as they are. " He certainly has little use for woman. During the Renais- 
sance woman was a flower whose beauty was seen by few, whose lovli- 
ness there was none to appreciate. 

"Full many a flower was born to blush unseen, 
And waste it's sweetness on the desert air." 

THE REFORMATION. 

Following the Renaissance and partly growing out of it was the Re- 
formation. This movement was primarily a religious movement, and 
only secondarily an educational one. Instruction was the means, and re- 
formation was the end. The Renaissance was the reformation of the 
human head, and the Reformation was the renaissance of the human heart. 
The educational ideals traced shall be those of the great leader and cen- 
ter of the movement — Luther; and of its great pupil — Comenius. 

In the existance of the sexes Luther finds nature's injunction for mar- 
riage; in revelation he finds it a divine institution. He holds that cele- 
bacy is unnatural; and that "whoever hates the married state, and speaks 
evil of it, is of the devil. '" For him the family is the basis of all morals, 
all government, all society. In the home the young are to be trained for 
civil and religious life. This is not a matter of indifference, but an obli- 

*See Montaigne's Essays. 



15 

nation imposed by man, nature, and God. Not only that, but according 
to him no one should become a father unless he is able to instruct his chil- 
dren; and the same is true of a mother. Not the children alone are to be 
educated, but man-servant and maid-servant as well. 

Luther in his letter to the "Mayors and Aldermen of German Cities"* 
gives many and strong arguments for the establishment of schools for 
boys and girls. He writes: "Even if there were no soul, and men did 
not need schools and the languages for the sake of Christianity and the 
Scriptures, still for the establishment of the best schools everywhere, 
both for boys and girls, this consideration is of itself sufficient, namely, 
that society, for the maintenance of civil order and the proper regulation 
of the household, needs accomplished and well trained -men and women. 
Now such men are to come from boys, and such women from girls; hence 
it is neessary that boys and girls be properly brought up. " And in an 
address to the "Nobility of Germany, " he says: "Would to God each 
town had also a girls ' school, in which girls might be taught the gospel 
fjr an hour daily, either in German or in Latin." In another place we 
find the following: "The ten directors, out of the common treasury, 
shall provide an honorable, mature, and blameless woman to instruct 
young girls under twelve years of age in Christian discipline, honor and 
virtue, and at a suitable place to teach them reading and writing a few 
hours daily." Luther Insists not merely on domestic training, but also 
on school training. For, here the pupils, male and female, could learn the 
history and maxims of the world; could see how things went inthe world 
without, could "comprehend, as in a mirror, the character, life, counsels 
undertakings, successes and failures of the world." How marked the 
contrast with St. Jerome! 

In his scheme of studies we should expect to find especial emphasis 
laid upon the the study of the Scriptures. And so it is. Nor are we sur- 
prised when we learn that one who translated the Bible into his mother 
tongue, would require a reading knowledge of that language. Again 
Luther was an ardent lover of music and nature. "Satan is a great enemy 
of music. The devil does not stay where it is. Besides, music is the 
best- cordial to a person in sadness; it sooths, quickens, and refreshes 
the heart. " In nature we recognize the divine goodness and omnipotence 
of its Creator. In addition to these things, Luther recommends the study 
of Greek, grammar, and rhetoric. 

These things are not for men only, they are for women as well. Luther 
does not speak of the nature of schools for each; he considers them to- 
gether. Likewise he would have both men and women teachers. The 
world has need of educated men and women. And let us remember that 

*The important letters of Luther on Education are given by 
Paintsr in his book, '"Luther on Education." An excellent 
discussion of Luther is also given. 



16 

Luther refei's not only to girls and women of nobility, but to the com- 
mon people'also. There is the laudatory motive of trying to elevate the 
women of the masses. 

Such is Luther's exalted ideal of woman and what education she should 
have, ^etthe practice did not atall agree with the theory — it was far be- 
hind. And before there was time for its realization the "Thirty Years' 
War" was on; and peoples' minds were otherwise occupied. 

Luther would carry education to the masses: Comenius did carry it to 
the people. Bacon, the English philosopher, would study nature by in- 
duction; Comenius also studied it by induction. The Democracy of 
Luther and the Philosophy of Bacon were united in the practical school 
teacher — John Amos Comenius,* the founder of the primary schools. 
Bacon was too lofty, Luther was too busy, to solve the problem of educa- 
ting the masses and their children, and then to put the solution into ex- 
ecution. We shall find that observation of sensible things is the basis 
of all other activities. Instruction should begin with the study of 
things, not with the description of them. 

The school system proposed by Comenius had for its aim the develop- 
ment of a perfect individual. If education is for every individual, on 
what pretext could girls be excluded? If perfection is the end, have:inot 
girls equal rights to perfection? Is there any law given by Heaven, say- 
ing: "Thou shalt not educate thy daughter?" None; hence girls were 
admitted to an equal share in education. 

The school system is divided into four grades. The first, or maternal 
school, extended to the sixth year. The mother was the teacher; the 
home was the school-room. During this period the girl or boy was in- 
itiated into those branches which she or he would pursue in the next 
higher grade. There would be initiation into all the studies: "In the 
domain of physics, the infant can learn to know water, earth, air, fire, 
rain, snow, and the like; he will take lessons in optics in learning to dis- 
tinguish light, darkness, and the different colors; and in astronomy in 
noticing the sun, moon, and stars, etc." The next higher school is the 
primary, composed of boys and girls. In this grade should be taught 
the mother-tongue, arithmetic, geometry, singing, history, the natural 
sciences, and religion. Of course, merely the elements of these subjects 
could be comprehended. They were to be continued in the secondary, 
or the Latin school, and completed in the academies. 

THE SEVENTEENTH CENTURY. 

Let this suffice for an outline of the education of woman during the six- 
teenth century. We shall now try to trace briefly its progress during 
the seventeenth century. The general view concerninor the education of 

*Of the works of Comenius, see especially, Orbus Pictus and 
The School of Infancy. 



17 

woman was that she should not try to know many things: she should 
learn only to train the mind of the child in good morals and manners, to 
superintend the household, to control the expenditures. 

As in Athenian history, we have here a few brilliant exceptions to the 
rule. Madame de Lafayette knew Latin, and Madame Sevigne could easi- 
ly read the modern languages as well as the classical ones. ^She recom- 
mended her daughter to read romances, and to study the profound philo- 
sophy of Descartes. 

But the normal education was such as the convent gave. These insti- 
tutions educated not for earth, but for Heaven. Spiritual exercise was 
the whole duty: to read and to pray, to pray and to read. I shall quote 
a description of convent life, by Greard:* "A strange emotion, even at 
the distance of centuries, is caused by the sight of those children keep- 
ing silent or speaking in a whisper from rising till retiring, never walk- 
ing except between two nuns, one in front and the other behind, in order 
to make impossible, by slacking their pace on the pretext of some indis- 
position, for them to hold any communication; working in such a way as 
never to be in companies of two or three; passing from meditation to 
prayer, and from prayer to instruction; learning, besides the catechism, 
nothing but reading and writing; and, on Sunday a little arithmetic, the 
older from one to two o'clock, and the younger from two to half past two; 
the hands always busy to keep the mind from wandering; but without 
being able to become attached to their work, which would please God as 
much the more as it pleased themselves the less; opposing all their 
natural inclinations, and despising the attentions due the body destined 
to serve as food for worms; doing nothing, in a word, except in the spirit 
of mortification. Imagine those days of fourteen and sixteen hours, slow- 
ly succeeding one another, weighing down on those poor little sisters, 
for six or eight years in that dreary solitude, where there was nothing 
to bring in the stir of life, save the sound of the bell announcing a change 
of exercise or of penance, — and you will comprehend? Fenelon's feel- 
ing of sadness when he speaks of the shadows of that dread cavern in 
which was imprisoned and, as it were, buried the youth of girls." 

Notice some parts of this; human nature is evil, whatever displeases 
it, displeases God; therefore, do the opposite of your inclinations. The 
Sister Saint Jacqueline Pascal advises her pupils to work at the very 
things that are most repulsive, because that work will please God the 
most which pleases them the least. Mark again the fact that friendship 
is forbidden: "Our pupils should shun every sort of familiarity one to- 
ward another. " 

A little higher than such a life as this is maintained by Madame de 
Maintenon, at Saint Cyr. A bright ray of sunshine burst through the 

*See Compayre's History of Pedagogy, and Tainter's History of Education. 

\ 



18 

clouds. It is a bold and intelligent attempt to secularize the education 
of women. Madame de Maintenon, herself, was the first lay-teacher of 
Prance; and at first the women in charge were not nuns. In the first 
period of its history (1686-1602) it was broad and liberal, inclining to 
wordliness. This tendency was checked, the school being transformed 
into a liberal convent. "The institute," said Madame de Maintenon, "is 
intended, not for prayer, but for action.'' Among the lower classes 
woman was a drudge, among the higher, an ornament. What she wish- 
ed to do was to prepare young women for home and family life — to train 
the wife and mother. The purpose of Saint Cyr was "to assure to the 
two hundred and fifty daughters of the poor nobility, and to the children 
of officers dead or disabled, an educational retreat where they would he 
suitably educated.'' Noble indeed is this purpose. Greard has said, 
"The very conception of an establishment of this kind, the idea of mak- 
ing France pay the debt of France, and educate the children of those who 
had given her their blood, proceeded from a feeling up to that time un- 
known." And Payne observes: '"The education directed by Madame 
Maintenon is the beginning of a rupture with tradition. It was a move- 
ment towards the secularization of woman's education, towards the re- 
cognition of her equality with man, with respect to her grade of intellect- 
ual endowments, her intellectual culture, and to her participation in the 
duties of real life. " 



But the highest ideal of the time is that presented by Fenelon. How- 
ever, even he is willing to admit that woman is intellectually weaker than 
man; and that she should be excluded from participation in law, medicine, 
politics, or the ministry. But the fact that she is intellectually weaker 
than man is proof that she should be educated, since upon her devolves 
the greatest responsibilities. The family is the basis of all right life, 
it is the foundation of society, and she is the mistress of the family. 
Therefore, she has the highest right to education. 

A second reason Feulon finds in necessity. The nature of the girl is 
such that, if her mind is left unemployed, she soon takes on objectionable 
habits, her imagination becomes wandering. An idle brain, he believes, 
is the home of error, it is the veritable workshop of the devil. That a 
tendancy towards indolence may not originate, he would have her train- 
ing begin in infancy. For infancy is the time when the first few world- 
determining impressions are formed; the first years mould the character, 
for the infant has no fixed tendencies. Body, mind and character should 
be trained. But where would Fenelon have this done? In the convent 
or in the home? Not in the convent: "better have your daughter with 
you than in the best convent." Because, however good the convent, 
false views of the world would be impressed: if worldly, then exaggerat- 



19 

ed pleasure, a false view of society; if strict, then no views are present- 
ed at all — which is no less dangerous. 

What kind of education does Fenelon desire? In a word, we may ans- 
wer, the useful. Only that that is of utility should be taught. "For a 
learned woman is vain and affected." Women should be taught that 
which befits their position in the household. How can mothers do this 
without krowledge? The child's thought must be insinuated, not impos- 
ed. All things must be learned while at play; all activity must be 
pleasurable. For this a discriminating student is necessary. 

The girl should be instructed in reading, writing, arithmetic, account 
keeping, in the leading principles of government and justice, in history, 
language, and even in profane literature. Such a course of study is not 
despicable. But he adds: "Keep your girls within the common bounds 
and teach them that there should be for their sake a modesty with re- 
spect to knowledge almost as delicate as that inspired by the horror of 
vice." Moreover, it must be borne in mind that Fenelon speaks only of 
the daughters of the nobility and of the wealthy middle class. 

ROUSSEAU. 

In the "Emile, " Rousseau gives us an interesting account of what edu- 
cation a woman should receive. However interesting it is, we must hold 
that his view of the value and dignity of woman is not accurate. He 
would have woman educated only to complete the happiness of the man 
who is to be her husband. Her education is wholly based on the sup- 
position that she should be a wife. 

Rousseau begins by saying that it is not good for man to be alone: his 
companion must be a woman who is a woman. It is in vain that w? speak 
of the superiority or equality of the sexes. For in what they possess in 
common they are equal; and in what each possesses separately there is 
no comparison. But one thing certain is that woman is especially consti- 
tuted to please man. Her body is not to be developed for strength, as 
his, but for charms. However, she must not lack in vigor, as then would 
also the child. 

She must be educated in the useful; especially in the agreeable. He 
says, * "The whole education of women should be relative to men; to 
please them, to make themselves honored and loved by them, to educate 
the young, to care for the older, to advise them, to console them, these 
are the duties of women in every age." The first duty of the wife is 
meekness, or gentleness. The husband commands and she -obeys. She 
is given religious instruction that she may learn submission. But she 
must have the same religion as her husband even if it is false; and since 
this is according to the order of nature God will forgive her. If in her 

*See Rousseau's "Emlle." 



20 

youth she is permitted to go to banquets, to balls, to see the outside world, 
it is that she may learn to know its falseness, that she may abhor its sick- 
ly pleasures, that she may see, while under the guidance of her mother, 
the sin of the world and be glad to return to her own home. And if the 
mother is what she ought to be an ardent love for the peace of home will 
be fostered: and then, when she is a wife, she will be content to remain 
in retirement. 

The yjractical reason and the conscience are to be assiduously cultivat- 
ed; but not so the speculative faculty. That must be left for man. For 
genius is above the fair sex; therefore woman cannot master the exact 
sciences. Though man has more genius, yet the woman has more spirit. 
She has great powers of observation; and these powers should be used 
in the study of the men immediatel.y around her. The world of men is 
her book; and she must study it, that she ma}' the better please her hus- 
band. Everything is a preparation for marriage. For man marriage is 
a second birth, a re-creation; for woman it is the first creation. 

The children are to be educated by the mother. The mother must, 
therefore, be reflective. How can she be this without previously being 
educated? She cannot: but she must be educated only in the practical 
duties, all such as subserve her children or her husband. There are 
flaws in Rousseau's conception, such as: She (Sophia, the perfect 
woman) does not love cooking; its details have some disgust for her. 
"She would sooner let the whole dinner go into the fire than to soil her 
caff'." But the purity and nobleness of Sophia's character is to be ad- 
mired. And what he said concerning the convents of the times, we be- 
lieve to be true: "The convents are veritable schools of coquetry — not 
honest coquetry, but of that kind which produces all the caprices and 
makes the most extravagant female fops. " 

THE FRK.NCH REVoLtTTION. 

To conclude the discussion of woman's education during the eighteenth 
century, we shall consider Talleyrand and Condorcet, as representatives 
of the French Revolution. 

The times were turbulent and full of up-roar. But the spirit of the 
period was thoroughly for the secularization of education. The theory had 
fastly gained ground that public instruction was a civil affair, that it was 
the business of the state; and, therefore, that citizens should he teachers. 
The theory enunciated by Rolland had become common: "Each one ought 
to have the opportunity to receive that education which is adapted to his 
needs. '" 

Talleyrand is willing to grant the truth of this, but he has his own con- 
ception of what the needs of women are. He argues that the happiness 
of the woman, and of the family, is destroyed by her when she engages 
in politics: not only that, but in so doing she forsakes her own interests. 



21 

and especially the work for which she only is fitted — her relations should 
be domestic relations. Therefore she has no political rights. He would 
have a woman remain a woman, and not become a man. What fits her to 
perform the duties devolviDg upon the mother, wife or daughter, educa- 
tion should furnish. Her education is, therefore, domestic. But he does 
not wholly forget women, for he believed that the State should establish 
institutions to replace the dying convents. So Talleyrand does not whol- 
ly break with tradition. 

But one who does throw off the weight of centuries, who does discard 
the doctrines taught by tradition, is Condorcet.* He wishes education. to 
be common and equal. He is full of the spirit of liberty and equality. 
So he holds that education for men and women should be equal and the 
same. She has as much right to it as he has. This is the law of justice. 
Besides, women are the natural instructors of children. But how can 
they be this without thorough, thoughtful education? It is impos- 
sible; therefore, she has a perfect right to education. Again 
the husband and the wife are companions, and that the wife may be the 
worthy companion' of her husband, she must be his equal. This she can- 
not be without education. Nor can she feel a great interest in his pur- 
suits without knowledge. Conjugal happiness is the result of mutual in- 
t3rest, mutual hopes, mutual aims; it grows out of the fact that husband 
and wife are one flesh, one soul — this they cannot be if they do not have 
equal culture. Moreover, if she were ignorant, if she were undeveloped, 
if she has little interest in his pursuits, he must be dragged down to her' 
level. She must therefore be educated that she may not quench the in- 
spiration of his heart produced by former study, and that she may en- 
courage him to greater things, ui'ge him forward to nobler ends. 

Though such was the theory, such was not the practice. They are out 
of joint; the latter was still far behind. In 1790, of the men, 52per cent., 
and of the women, 75 per cent., could not' sign their names to their mar- 
riaige contract. The teachers were in a wretched condition. They were 
without morals, anything would do for a school-teacher, even a "grave 
digger." "Like tramps and vagrants, they were not admitted to the as- 
sembly of the commune. " 

What we have said above must suffice for our analysis of the eighteenth 
century. We shall now end our historical work by a brief outline of the 
development during the ninteeath century of each of the following coun- 
tries — France, Germany, England, and the United States. 



*See Compayres History of Pedagogy. 



FRANCE.* 

It seems that in France there was little prejudice to be overcome by 
woman before she could gain recognition in the field of intellect. She 
quickly proved, when the opportunity was kindly offered, that she had 
the ability necessary to cope with men in intellectual matters. When a 
woman applied in 1867 for admission to the Ecole de Medicine the facul- 
ty raised no objection. However, the French University did not formal- 
ly open her doors to women till 1888. But the profession of medicine is so 
well filled by men that there are few women studying it. The sciences, 
however, have many lady students. And for nearly a century (since 
1807) women have, in the courts of France, been permitted to plead their 
own cases, but they are prohibited from becoming advocates or lawyers. 

For some reason, perhaps attributed ignorance to the women, 
men have not given to their sisters equal rights of property. She is con- 
sidered a minor; but has lately been given the privilege of disposing of 
her own earnings. 

At the beginning of the century there were in France no primary 
schools for girls; "the law made no mention of girls." Academies for 
the education of girls were established as early as 1866, but it was not 
until almost a decade later that the Goverment became convinced that 
stability depended upon education, and especially upon the education of 
women. When it came to this realization, without delay lyceums, or high 
schools, were established. Public opinion was favorable and many were 
rapidly constructed. In 1890 there were in France fifty-one of these 
schools. Besides, the laws of France require each of the eighty seven 
departments, or counties, to have a normal school for young ladies. 

UERMANV.t 

The German is not willing to admit quite as much as the Frenchman 
admits. By nature he is more conservative, he moves more slowly. It 
is doubtful if the former will concede the equality of the sexes. And if he 
does he will hold that woman has only one place to fill — to be a wife and 
mother. Her dominion is the household, where she may rule as suits her 
own whims and fancies. 

The veil of tradition still covers the eyes of the Germans. But it is 
gradually being lifted. And though woman is not considered the equal 
of man, neither in intellectual nor in physical power, many fields are 
gradually being opened to her. Whether woman can master mathematics, 
history and philosophy, professors are divided. But into the course of 
medicine and law she is not permitted to enter: because, for law she has 
not the special endowment, she is too emotional; and for medicine, 

*See Report of Education '97- '98; Compayre's History of Pedagogy. 
tSee especially Helene Lang's Higher Education of Women in Europe, 
and Adele Crypaz's The Emancipation of Woman. 



23 

though serviceable for the hospital, she is not fit to perform surgical 
operations or to dissect. Besides, Roman and Cannonical law prohibit 
her; for, the former forbade her to act in court except in self-defense; 
and the latter forbade any woman to hold, or in any to qualify herself for, 
any "servile office." Though women are not allowed to study medicine in 
German Universities, yet they are permitted to practice. In Berlin 
there are seven practicing lady physicians. 

Women in general are not permitted to enter the Universities to pur- 
sue regular courses, but under special conditions they may attend the 
lectures as "hearers. There is one exception, Grottengen, which admits 
them as regular students, though she has not yet decided to grant them 
official diplomas. 

However, the generality of opinion in Germany is that higher education 
of women has a tendency to take them away fromtheirspecial, their natu- 
ral, place — the household. But the work done by the various organiza- 
tions of women has done much to change the sentiment and to further the 
higher education of women. There have been established women 's gymnasia 
commercial schools for girls, kindergartens, schools of photography, ad- 
vanced agricultural schools for women, and normal schools for the In- 
struction of teachers. The question of the industrial schools is demand- 
ing and receiving a great deal of attention. These industrial schools 
have four departments: (1) the review course; (2) the commercial course; 
(3) the professional department; (4) and the domestic department. 

The higher education of women in Germany is rapidly growing, and 
it is to be hoped that in the immediate future women will be given the 
same studies, the same opportunities, the same encouragement, that men 
receive. 

ENGLAND* 

The birth of the movement regarding the education of woman, as far as 
England is concerned, was near the close of the eighteenth century. 
But it is not till the last half of the present century that much has been 
accomplished. John Stuart Mill was a strong defendant of woman's 
rights. Not only individual men, here and there, but people in general 
begun to see that women must be educated if the culture of the masses 
would be raised. Out of such opinions grew Queen's College, in London 
(1848), with the special purpose of preparing female teachers and gover- 
nesses. Of course, the scope was limited; but to-day it has expanded 
until it includes religion and church history, higher mathematics, Latin, 
Greek, modern languages, history, natural sciences, logic, ethics, and 
music. To say the least this is no mean result. 

A second college, under the name of Bedford College, was established 

*See especially Davies' Higher Education of Girls; and also 
Lange's Higher Education of Women. 



24 

the next year (1849) in another part of Londen. Originally it did not 
pretend to prepare students for the University of London, but it does do 
so at present. It is now a boarding school. The spirit did not express 
itself again till 1862, when an attempt was made to persuade the authori- 
ties to admit girls as well as boys to the junior and senior examinations, 
which were given for the purpose of acquiring a certain amount of 
knowledge at the ages of fourteen and sixteen. Success was obtained in 
1865, in connection with Cambridge, and soon afterwards at Oxford. The 
important result was that it led to better qualification among the second- 
ary schools. 

For the success obtained in this movement and in most of the others 
connected with the education of girls in England, we owe most to Miss 
Emily Davies. Through her book (The Higher Education of Girls) she 
touched many a brain, and the reaction was not an unfavorable one — it 
struck a sympathetic cord in many a heart. The press took up the- 
question. At last (in 1869) it was concluded to make an attempt at open- 
ing the University courses to women. Six young women began their 
work under various professors from the [Jniversity. At the end of a 
year's time five of them were passed to the higher or "honorary" work. 
They completed their work in higher mathematics and the ancient lan- 
guages, graduating with honors. 

Shortly after (in the year 1873) there was established a new institution 
— Griton College. And following rapidly (1875) was the establishment of 
Newmham College, through the special endeavor of Prof. Henry Sidg- 
wick, of Cambridge. But at the time they were aided unofficially by the 
professors of the University. Almost ten years passed before they en- 
joyed general recognition. When the vote was put it 1881, out of four 
hundred and thirty votes, three hundred and ninety-eight were for the 
admission of Griton and Newmham girls to the most advanced examina- 
tions of the University. However, the University will not grant degrees 
to women , though it will give them the necessary instructions — girls are 
not full-fledged members. The libraries, labratories, and museum were not 
open to them. Following this happy movement two schools for girls were 
founded in Oxford — Lady Margaret Hall, and Sommerville. But a more 
significant fact happened in 1878 when London University annulled all 
differences in the rights of male and female students: when it opened all 
its grades to womer. Libraries and labratories became com non and 
equal meeting grounds. Lectures in the University were attended by 
women and men indiscriminately, except in the purely medical courses. 

The question regacding medical courses first arose in 1860, when a 
lady by the name of El'zabeth Garret was elected to the study of medi- 
cine. She was admitted on the hypothesis that none would follow her 
example. However, that number was increased until opposition was 
aroused. Shocking scenes caused the ladies to leave the schools. The 



25 

attempt was made by these and other ladies to found a medical school for 
women. In 1874 one was established in London. The University then 
became generous, and granted equal privilege to man and woman. 

A great deal has been accomplished by these lady physicians. In 1888 
sixty women had gone out practicioners, and there is little doubt that the 
increase since has been three or four fold. They have established hospi- 
tals, and manage them to-day. Besides many of the ladies have gone to 
the heathen lands as medical missionaries, especially to India where 
diseases of women cannot be treated by men. 

Along with this advance in the higher studies, secondary schools for 
girls have kept apace. This was aided by two factors; first, it was a 
time honored custom for men to teaich boys, and women, girls; second, 
there was no governmental interference or supervision. In England 
the sentiment for the highest advancement of women is fast gaining 
ground. 

THE UNITED STATES.* 

One of the fundamental propositions on which our government rests is 
that every individual has the privilege of making the most of himself. 
This refers not only to men, but to women. In the United States the po- 
sition of woman is unique. As we have seen, in France, Germany, and 
in England, she has gained a position that in some respects makes her 
the equal of man, nevertheless she is looked upon as the inferior of the 
"lord of creation." Even in England, she it is that must bow in respect- 
ful obedience; the opposite is the case in American life, though we 
fail to give her political equality. If there is one thing that the average 
man is proud of it, it is that he is a worshiper of woman. In his concep- 
tion of woman he includes all that is noble, pure and true. She is the 
embodiment of purity, goodness, love, and truth. What fitter earthly 
shrine is thare fjr mm to worship at? Pjpular opinijQ with us elevates 
her to the highest position. How strongly it expresses itself when an 
injury has been perpetrated upon a woman. The spirit of Knighthood 
of old lives again, and this time it finds its home in the breasts of Ameri- 
cans. The Middle Ages gave us an ideal that far surpassed anything 
that the ancient world has ever dreamed of, an ideal of feminine sweet- 
ness, purity, and moral beauty, an ideal we claim as our most cherished 
heritage. And well may we be proud, for in this we stand entirely alone, 
no notion recognizes the worth of woman as we do; it is our noblest pos- 
session. 

But the conception that we have was not the conception that our fath- 
ers had a few generations ago. Though they braved the dangers of the 
stormy seas and the hardships of this new land, though they shed their 

Boone's History of Education in the United States. 



26 

blood and died the death, all for their love of political, aud religious free- 
dom, yet they did not realize that the logic of these iostutions demanded 
that women should share equally with man. With due reverence they 
looked upon her, but they conld not see that woman had as nauch right to 
education as man. During the eighteenth century this country stood 
with other nations — she, too, failed to give equal reconition and opportu- 
nity to boys and girls. In the "ordinance of 1797" we read:* "Religion, 
moralty. and knowledge being necessary to good government and the 
happiness of maakind, schools and the means of education shall forever 
be encouraged." That the boys might be educated no means were spar- 
ed, but that girls should be educated little care was taken. That they 
might learn to care for the household and make good wives was consid- 
ered the end of life. For the most part all the education that they receiv- 
ed was through the dames' schools, but more usually boys made up the 
sum total of the pupils. And these schools taught by women were not 
especially frequent. Boone informs us that before the eighteenth century 
had gone "most New England town had made some provision for the 
education of girls either in short summer terms, or at the noon hours, or 
other intervals, of the town (boys') school. " Oneof the very oldest schools 
and one that admitted boys and girls may be mentioned, the Penn Charter 
School, Philadelphia (about 1700.) As early as 1745 the Moravians had 
established a school for girls at Bethlehem, Pa. ; and the Philadelpha 
Female Academy dates from the Revolution. At first they were taught 
merely to write, then spelling and reading came in together. 

So the beginning was made, and rapidly grew the seminaries and 
academies in numbers and in power. A gradual awakening was produc- 
ed in these secondary studies and with this went the increase in demand 
for advanced education. When such was unattainable from the institu- 
tions for boys ,the only resort was to establish schools of their own. This 
they did, and such schools as Troy, Hartford and Mount Holyoke, 
Vassar, Wellesley and Bryn Mawr, came into existence. When this was 
done the doors of the growing institutions for boys were gradually and 
gladly thrown open to girls. This is what happened; and the spirit went 
abroad. Now not only the new universities but the old and concervative 
one, as Harvard and Yale, receive into either themselves or annexes on 
equal terms young men and young women. 

With us then woman may be a member of almost any school in the land 
except the military academies. Opposition was met with, however, in 
the cases of medicine and law. In 1848 a Miss Elizabeth Blackwell 
sought admission into each of the thirteen medical school then in exist- 
ence. Twelve out of the thirteen rejected her petition, but the students 



Quoted by Report of Education v'97-'98.) 



27 

of one voted that she should be admitted, promising to treat her with 
most consideration and to be most gentleman-like in her presence. Thus 
was opened the study of medicine in the United States. In late years 
she has gained admittance to the schools of law. Women may now use 
her own pleasure whether she attend a girls seminary, a college, or a 
university, whether she studies art, music, science, literature, language, 
law or medicine. 

In matter private we have recognized woman's equality with man. She 
has equal rights with him in reference to property, and in many in- 
stances before the law. But shame upon us that the laws of some of our 
States do not include the right of a widowed mother to her child. Many 
more of our professions have been thrown open to her than elsewhere. 
Women are practicing physicians (even in foreign land), they take their 
places before the bar, they mount the stage as professional lecturers, 
and not a few are journalists. They are especially conspicious in two 
departments of activity, as teachers of schools and as leaders of charity 
organizations. Many are the places of responsibility that they fill. They 
serve as clerks, secretaries, and even are elected in certain states to the 
position of Commissioners of schools, members of the Board of Education, 
and not frequently they are college professors or presidents. They are 
our best teachers in the kindergartens. And among our writers of books 
they rank with men, they are among our most entertaining and instruc- 
tive authors. "Woman is no longer as beautiful as an angel and as silly 
as a goose." 



28 



PAKT III. 

C^<? Oducati'on of S/r/s. 



To determine what the education of a ^irl should be, it is necessary to 
decide what her sphere or place in life ought to be. What it has been, 
and is, wehave just given, and now let us see what her sphere should be. 
But before we pass on to this in detail let us make a few general obser- 
vations. 

If all things were alike they would belong to the same class? We can 
classify them only according to the characteristics which they do or do 
not possess. And do not like things have like duties to perform? and 
unlike things perform unlike duties? If the telegraph markings and the 
alphabet were identically the same, could they not be used interchange- 
ably? But they are different and have, therefore, different functions to 
perform. And how can we tell the use of a thing but by finding the place 
into which it fits? Spencer says that the goodness or badness of a thing 
is determined by that thing's ability to fit into its place. A good knife 
cuts, a poor one does not. The value of a knife is also determined by the 
value of cutting. But what makes cutting important? It is necessary 
to the development of the human race. We must consider everything 
from the same point of view; in what way may it contribute to the highest 
end. This depends on its nature. 

The same we say is true of man and woman. We consider that when 
a man has added the most possible to the development of mankind, he has 
served his purpose; a woman ha^ done her duty when she has done all 
that lies within her power to advance the human race Woman's sphere, 
then, is where she can do the most good, let that be where it may. li" by 
being in the law she can benefit the worhi; if by being in the school-room 
shecan be a blessing to mankind; if by her presen'ce at the ballot-boxas a 
voter, she can make the world better, herself included; if by being a 
physician she can relieve the human race of some of its misery — then her 
sphere is the law, the school-room, the political field and the sick room. 
If the opposite result is produced, if she is destroyed, if the amount of 
goodness of the world has been diminished — then her sohereis not there. 



29 

What her place is, then, will be determiaed by her nature, by her ability 
to do. 

We lay this down, therefore, as fundamental: the sphere of man or 
woman is determined by his or her ability, by his or her nature. What 
are the common characteristics? To talk of equality is useless, and to 
talk of superiority is folly; for it can hardly be said that they are equal, 
having incommensurable characteristics, and the one cannot be placed 
above the other. As Rousseau of old said, there is no ground for com- 
parison: "With respect to what they have in common, they are equal, 
and in so far as they are different they are not to be compared;" or accor- 
ding to Ruskin: "Each has what the other has not; each completes the 
other, and is completed by the other. " Nature has seen fit to so make 
them that they shall serve as complements of each other, what one pos- 
sesses as characteristics the other often lacks. And it is true as our 
poet Longfellow said: — 

"As unto the bow the cord is, 
' So unto the man is woman, 

Though she bends him, she obeys him. 
Though she draws him, yet she follows, 
Useless each without the other!" 

Not that each is useless if unmarried, not that; but that neither is inde- 
peudant of the other. The sexes are mutually dependant, and this 
mutual dependance is the main-spring of society. Each sex must teach 
the other. If there is, as most of us believe, a difference between the mind 
of man and that of woman, if the former is active, progressive, inventive, 
and if the latter is for ordering, arranging, and deciding, then why are 
not both needed for all the spheres of activity for which they are fitted? 
If man's intellect is for induction, creation, defense, and woman's for de- 
ductioD, arrangement, and rule, why exclude the one and not the other? 
The world has need of both. Since they are the complements of each 
other, why should the sphere of one be curtailed? Success depends upon 
opportunity for developement; and in this there should be no monopoly. 
The greatest happiness to the greatest number, which comes only from 
proper development of body, mind, and soul, is the greatest good. Ex- 
pansion, growth, development, is a law of life. We ask for equal recog- 
nition, not on the ground of woman being man's better half, but because 
she is his other half. 

In what respects, then, do men and women differ? What are the limi- 
tations of sex? Is man limited? Oh, yes! even he is limited. It is de- 
nied him the greatest, the noblest, the holiest joy — that of motherhood, 
that of calling the child his own. "All the wonderous world of mother- 
hood, with its unspeakable' delights, its holy of holies remains forever 
unknown by him; he may gaze, but never enter." 
' This forms a limitation to woman as well. During the months of in- 



30 

fancy, and more or less durioJ the earlier years of the child's life, she 
must busy herself with the cares and needs of the child. A second limi- 
tation is found in a peculiar weakness that extends through the whole of 
every woman's life. This makes her more delicate, though not neces- 
sarily the less enduring. The same exercise, however, can not be taken, 
the same athletic gamesplayed, because of a greater sensativeness of 
structure. What would be but the making of the boy, would be the de- 
struction of the girl. 

And this does rot contradict altogether the popular opinion. Has it 
not come down to us that man is the stronger? [Jsually his work has 
been that which required the greatest muscle. And by what right did 
he say, "I, I am the lord of creation; you, woman, are my servant!?" 
Physical strength, that is all. The simple fact that women are subject to 
more diseases than men proves that the former are the weaker, when it 
comes to a test of muscular power. Then the work that calls for the firm- 
er texture in muscle would be man's work. Wc are not saying that man 
necessarily has more power of endurance than woman, as a rule we do 
not believe it, but only that he has greater brute strength. How often 
have we seen the delicate, weakly mother or wife, night after night, 
week after week, constantly and sleeplessly attend upon a sick loved one! 
The father, or the brother, or the husband, would have gonedown, butthe 
mother, wife, or sister bears it all, endures to the end. Have you not 
seen a large, strong, well-developed, muscular foot- ball player who would 
be put entirely out of working order by only the loss of a single night's 
sleep? And yet, the man is the stronger? Not where the test is one of 
endurance, if her heart is concerned. Their strengths are of different 
mould. Woman is called the weaker vessel, but when the crisis is on 
does she not usually prove herself equal to the occasion? Is the fact that 
she weaps more easily than man a proof that she is the weaker? No, it is 
only a proof that they are of different teraperment. Those who oppose 
equality of women and men often confuse difference of ability with differ- 
ence of temperment. 

But we are fast coming out of that age of muscle, into an age of mind. 
It has already dawned. History begins with man, because he, being 
physically the stronger, was the ruler. History develops from the lower 
to the higher; from physical to mental. And in this mental field is not 
woman rapidly gaining on man? A glance at history will prove this: 
remember what we said about the education of woman in ancient Greece 
and Rome, and in modern England and America. 

Though not yet the equal of man in poetry, philosophy, science, or his- 
tory, yet we have our Elizabeth Barrett Browning, our Maria Mitchell, for 
poetry and science; and who is greater than George Eliott, or George 
Sand, in the realm of fiction? The gain is gradual but sure: and what is 
the significance of this? Is it not this: if not the equal of man physically 



oi 

is she not becoming his equal intellectually, and may she not pass him? 
Who can say where there will be a stop? 

This leads us to the highest conception of woman: she is a moral and 
intelligent being, and not merely a piece of matter. Let us free ourselves 
of this barbarian conception of women. It is a relic of mediaeval) sm: it 
is "as redicilous as would be a robber-baron's castle in the center of 
Massachusetts or New York " It is true that woman is fitted for mater- 
nity, it is also true that man is fitted for paternity. Now are these the 
highest qualities that man or woman can or does possess? Then if a 
woman is childless, she is worthless? Should she, as in early G-reece, be 
thrown away in some unfrequented spot to starve? What a comment that 
would be upon the life of Florence Nightengale or Grace Darling, Francis 
E. Willard or Helen Goul! But is there not something higher than all 
this? Is it not the fact that they are human beings? Is not this above 
and beyond all? First is the human being and then the man or woman. 
The mental and moral laws touch us first as human creatures, not as male 
and female. Darwin makes woman a lesser man. The only purpose in 
the distinction of sex that he finds is that the race may be preserved! 
Huxley says that all that she possesses man has in a better quality and in 
a greater quantity. He even says that after about twenty-five, man is 
the handsomer. Man is therefore the superior! 

We will admit that the law of sex is absolute; but we must hold that it 
is subordinate; "the principle of life is the common life." As Anaxa- 
goras said iu ancient times: "Virtue is the same for man or woman, and 
vli'tue is the end and aim of life. " 

For what positions then does woman's nature fit her? We would say, 
first, for the home. If there is any one place above another for wiiich she 
is fitted it is the home. Upon the home life depends the happiness of the 
race. The family is the central point about which all history, or all gov- 
ernment, revolves. It is one of the most unmistakable guide to a true 
estimate of a nation's progress. And the wife or the mother is the center 
of the home; so that we can judge of a nation's greatness by the respect 
it has for woman. 

The duty as well as the joy of motherhood falls to woman alone. Dur- 
ing the months of infancy and the first few years of the child's life she it 
is who takes care of it. She is its adviser on all points, and what she 
says is accepted as gospel; she is Its playmate all the time and has the 
best opportunity to study its peculiar nature. Within her power rests 
the destiny of the child. Many a time in later years a mother weeps over 
the fate of a lost son or daughter when the fault was her own careless- 
ness in the plastic years of development. There is no workfrought with 
deeper consequences than that of the mother. She it is who is preparing 
an occupant for heaven or hell; she it is that will bless or curse genera- 
tions yet to come. Woman in this has no easy time of it. Yet is there 



anything in which a mother's heart takes greater delight than in rearing 
her children to noble man- and womanhood. There is no more heavenly 
calling! Whose cheek flushes reddest at the success of the boy? The 
mother's, and her heart beats with the most joy. And many a noble 
youth has strained every nerve to do well and be honorable for the love 
that his mother bears him. What a restraining, what an encouraging 
power a mother's love is! God has so made her that she should thus 
lose her life in that of her children; hut not in them only, in the husband 
as well. Ah ! many a mother forgets that her husband still likes to be 
loved and caressed as he did in the honey-moon, and failing to get this he 
grows cold, and is reproved and reproached for beingathis club. Mothers 
get so absorbed in their children that the husband is put out in the cold, 
he becomes a back number.. When a wife causes one charm to be lost to 
the husband she is not doin^ her duty; when a husband allows one jot of 
the wife's happiness to vanish he has proved himself unworthy of her; 
when either allows the home to become anything but the place of peace, 
of joy, of contentment, the sweetest, the dearest, the- most sacred spot on 
earth, a sin has been committed against the other — that one has failed to 
"vindicate the name and fulfill the praise of home." It takes two to make 
a home; and though this is the special sphere of woman, it does not follow 
that man's duty falls entirely without, he must protect it and provide for 
it; but not only that, he must also make it the center of his love and am- 
bition. 

And what is there for which a man will labor more earnestly, more 
continually, with greater effort, with a happier heart, than for home and 
the loved ones there? From early morning till late at night, from year 
to year, till his strength is gone and he falls exhausted, a man will strive 
to make happy his dear ones at home. But let us never forget that 
woman's work in the home is not easy. She has her tasks equal to his, 
and in devotion to them she very often goes to an untimely grave. Wom- 
an in the home is the fountain of strength tnat spreads itself all over the 
world. Here is where she shines brightest. 

But often she is dissatisfied with it; especially when the husband is 
domineering, when he will not allow her to manage the household accor- 
ding to her own sweet will, when he has to "give" her money. A thorn 
in the side of the modern home is the "asking for money." Many a 
woman sighs, "Oh! if I had something to do to earn money for myself! 
Then I- would not hs-ve to ask, ask, ask!" She craves work other than 
purely home duties. But ou this plea we cannot justify her claim to work 
out-side of the home. For if she rears the children, looks after their 
clothing, over-sees the househould work, she has done enough, and the 
husband should give her equal share in all gain. Yet the work in the 
home, if there are no children to car for. is not sufficient to keep her 
her occupied the way she desires. In olden times there was the cloth- 



33 

ing to make, the comforts to quilt, the candles to run, the meats and foods 
to prepare, etc. ; while to-day this is nearly all done by machinery. In- 
ventions have given rise, to a considerable extent, to this dissatisfaction. 
A new era is on, the old has passed away. What can these unemployed 
women do? What can women do who never intend to marry? 

It IS a law of nature that for a thing to live it must exercise; it must 
develop or undevelop. The child spends its surplus energy in play. It 
must exercise else it will wither as the lily without air, or fade as the 
rose without sunshine. Give it a tfste of the intellectual and it desires 
more. Every nature must have some form in which to express itself. 
The artist's liie is happy if he may apply his powers, if he may paint, or 
work in sculpture; the philosopher is contented if he has an opportun- 
ity to think; the soldier rejoices when the battle is on. Happiness comes 
only with the exercise of the peculiar faculties possessed, which depends 
not so much upon sex as upon temperament. What all human beings de- 
mand is an opportunity for expression. Woman is included, her need is 
the same. Among the various ways that we find her expressing herself 
is the study and practice of medicine.* We hear the question: Is it 
right? We reply: If her nature fits her for it, then it is right. 

The old objeccion, which is with us yet, made against woman studying 
medicine was that it was unwomanly. The secrets of nature are made 
known, and this knowledge, it is held, "withers every bloom of innocence 
womanhood." Socae jjsople have not learned that there is a difference 
between ignorance aad innoeence. Impure, ignoble thoughts and deeds, 
and not knowledge, constitute a lack of innocence. They held it almost 
a disgrace for woman to know anything even about herself; and oh, what 
a shock of horror would flash over their faces at the thought of women in 
the dissecting ro.n! This objection made mostly by men is a center 
thrust at their own selves, it is a keen cut that exposes their own cor- 
ruptioi^. But why not women in the dissecting room? Is it a greater 
shock to the modesty and purity of noble women that they desire to know 
these thin.is that they may help one another, than that they might give 
themselves up to the cU.;est examination by a male hand? Which is the 
more unwomanly, p."ay, the ladies studying with gentlemen in the dissec- 
ting room, or these ladies having their peculiar diseases treated by male 
physicians, many of whom have not the purest motives? But have we 
not need for lady physicians? Many a delicate, modest girl, will permit 
a disease to prey upon her until she is too far gone because of her very 



*Medical Colleges for women were established as follows : 
Boston, in 1847; Philadelphia, in 1850; New York, in 1855; 
Chicago, 1870; Londoij, in 1874; Dublin, in 1876. Universities opened 
to medical students : Zurich, 1862: Copenhagen, 1875; St. Petersburg, 
1879; Amsterdam, 1880; Brussels, 1880. 



34 

modesty to speak of it. Then is it not woman's sphere to treat women, 
and man's sphere to treat men? "What right has either in the private 
chamber of the other in the roie of a doctor? Such is the conception in 
India; and I am almost persuaded that it is true. 

But the objection is made that women are not as proficient as the men. 
Well, who wonders at that? They have not yet had the opportunity. 
They may not be quite so indifferent about their work, but they are fully 
as careful. And do they not do it with a more delicate touch, with greater 
kindness, with greater love? Think of the best nurse you ever had. 
That one was not your father, nor your brother, not your male physi- 
cians, they, are all too rough, too careless, were clumsy and harsh, 
and in general could not do things right at all; but was it not your mother, 
or your sister, or your lady nurse? It seemed a second nature to them. 
Again the opponents of lady physicians say that it will not promote the 
interests of science. This of course requires proof; for, the old state- 
ment made that women cannot successfully study science is chaff before 
the win'!. But if women are not adapted to discovery, they can find 
plenty and suitable work in the application of the discoveries. This 
would give more time to the men. Besides, who has more dexterity than 
has woman? Who could better apply the science of healing? who could 
better practice this art? 

Another objection made is that she is not able, physically, to stand 
such a life. The answer is that she must not be made to follow the same 
rules as man. His nature is rougher and less delicate than hers, and he 
can endure certain kinds of exposure better than she. But for hospital 
and city work woman is capable. A strong opponent of woman's emanci- 
pation admits: "A man is endowed with greater physical strength, ener- 
gy, and endurance, than a woman; her insight perhaps enables her to 
study effects more closely, and as a nurse, provided she has had the 
requisite scientific and practical training, she is invaluable to the patient, 
the doctor, and even to science, for a physician can be often assisted in 
the true diagnosis of a case through the observation and treatment of the 
phases of a disease, by a trained and skillfull nurse."* This has weight 
coming from a strong opponent. Longfellow does not say to no purpose 
and with no truth, — 

'•Many a languid head, upraised as Evangeline entered, 

Turned on its pilow of pain to gaze while she passed, for her presence 

Fell on their hearts like a ray of the sun on the walls of a prison," 



*Adele Crepaz's Emancipation of Women. 



35 

Nor are the last two lines of this stanza from Sir Walter Scott without 
meaning: 

"O woman, iu our hour of ease, 
Uncertain, coy and hard to please; 
When pain and anguish wring the brow, 
A ministering angel thou !" 

So we say that woman's nature fits her for the sick-room — both as a 
nurse and as a physician. With a faith born of God, with a tenderness 
from heaven, with a cheerfulness that endures through all care, and 
with a love that rules the ailing to do her bidding from very love, woman 
is especially fitted to study medicine. We consider it in no respect un- 
womanly, but a sacred and holly office. 

Another position filled by many women is the profession of teaching. 
The majority of the teachers in the primary and secondary schools are 
women. The same is true with regard to the faculties of our colleges, 
and seminaries, for young ladies. Even in our universities where both 
sexes are admitted, we find many lady tutors, assistants, or professors. 
Several colleges for young ladies are under the complete management of 
women. 

It does not seem necessary to argue the point -that woman can better 
conduct these schools than men can. Have not they better opportunities 
to advise, to instruct, to influence than men. "Furthermore in things 
essentially feminine in female education, such as fostering the sense of 
order, punctuality, cleanliness, graceful carriage of the body, propriety, 
and good manners, he cannot nearly so well give advice and exercise 
supervision as a female teacher, with v^hom such things are matters of 
course." So it would seem. But the schools for which she is especially 
fitted are the primary and the secondaryones. By instinct she basa spec- 
ial love for children; she is tenderer, kinder, has more sympathy and love 
than a man. She will bend the child into the best form; she will do 
it by insinuation; but men are likely to try it by force, breaking the child 
instead of bending him. She can more easily become one of the children. 
For discipline of the young she seems to have a special knack. Besides, 
these are years when the pupil has a great deal of respect and reverence 
for those in authority; and we believe that it is shown more towards 
women than men. This, then, is the time to have teachers who are es- 
pecially well qualified to mould these plastic characters in the right di- 
rection. Now women nave such power. 

Investigation has proved that in the primary and secondary depart- 
ments women have had better success than men. But lady teachers are 
especially needed in the kindergarten. The training of those little ones 
is a task that demands a great deal of patience, kindness and love. Now 
whatever man possesses, in this respect at least, woman possesses these 
in a greater degree than he does. The pupils of the kindergarten should 



36 

have as their guardians and teachers those who could take the place of 
mothers. This fact is recognized, so that in this departnaent women 
reign almost supreme. 

We admit that her genius lies not in the direction of creation, but we 
do maintaiu thatin the application of soieuce and art she ii a geoius. She 
has a greater versality, and tact, a greater power of adaptation. But if 
we exclude women because of their lack of creative ability, theu we must 
exclude about ninety per cent of the men. Then what of the thousands 
of men who lack tact, sympathy, kindness, patience, or love? Besides, it 
must not be forgotten that many girls have excelled the average boy even 
in originality; and how much the more in delicacy of application! 

The success met with by women in the profession of teaching is proof 
enough that she is in her proper sphere. The nations of modern Europe 
have at last realized that woman is an invaluable member of the teaching 
force. 

An oft-debated question and one that we must consider is whether or 
not woman's sphere includes politics; whether she has a right to vote. 
Let us look at the question first from the point of view of "rights. " Wo 
cannot here enter into a discussion of the nature of "rights, " whether 
they are granted by society or belong to an idividual, as such. We shall 
simply use the term in its ordinary acceptance, for the other does not con- 
cern us here. 

First, we wish to see what is the basis of our political rights. We 
shall find in the Declaration of Independence: Governments derive their 
just power from the consent of the governed. That the governed may ex- 
press themselves as to who shall govern them, and how, we have elec- 
tions. But only certain people are allowed this privilege: male citizens 
of twenty-one years of age, either native born or naturalized. But this 
excludes woman. And on what pretext? It cannot be the lack of pro- 
perty, for she has that; besides property is not one of the requirements. 
She is educated; but It is n(/t this that debars her. She is a native of the 
United States, so this cannot be the pretext. The only consideration 
that remains is sex: she cannot vote simply because she is a woman! 
No question of inherent goodness or of education is here corcerned. 
Have we not put our women below the men who were once slaves, who 
cannot compare with them in moral or intellectual ability? That is 
strange! Involuntarily woman is made one of the governed. But if a 
foreigner comes here, let him be as low as possible, he is given the privi- 
lege of gaining the power to vote. But women are not! 

Is it not true that all governments derives their just powers from the 
consent of the governed? Who can deny that this includes women? 
Surely not a liberty-loving American citizen. Consider carefully what 
Benjamin Franklin said: "Liberty, or freedom, consists in having an 
actual share in the appointment of those who frame the laws, and who are 



37 

to be the guardians of every man's life, property, and peace; for the all 
of one man is as dear to him as the all of another, and the poor man has 
an equal right but more need, to have representatives in the legislature 
than the rich one. Those who have no voice or vote in the election of re- 
presentatives do not enjoy liberty, but are absolutely enslaved to those 
who have votes and to their representatives: for to be enslaved is to have 
governors whom other men have set over us, and to be subject to laws 
made by the representatives of others without having had representatives 
of our own to give consent in our behalf. " Are not women such people? 
They are veritable slaves in that respect. Do not say that she is virtual- 
ly represented by her husband. Perhaps she has none. Very probably 
her brothers hold different views on many points. They could not re- 
present each other. If we are going to have virtual representation let us 
have the father represent all the household, sons and all. But be not de- 
ceived! As James Otis said, "Vii'tual representation is altogether a sub- 
tlety and allusion, wholly unfounded and absurd." The Revolution was 
fought on this principle. We must deny the justness of the Revolution, 
or admit the enfranchisement of woman. Condemn one and you con 
demn the other. 

Nor is it advisable to make the remark that the Revolution did not 
originate in -personal property considerations. The beginning of the 
war did not grow out of a desire for national independence, but Out of the 
desire that each should control his own property. "Taxation without 
representation is tyranny," "liberty and property," were the battle cries/ 
And these referred at first to individual considerations. The "Writs of 
Assistance" were at first resented as personal attacks. Otis proclaimed 
that every man's house was his castle, and that he had an inalienable 
right to protect it Shall we deny to women what our forefathers claim- 
ed to be the principles of the best government — principles which we echo 
and re-echo? We do not see how men with good consciences and hap- 
py hearts could give the lie to our Constitution, when it says: "We, the 
people — . " Will any man have the audacity to say that "the people" ex- 
cludes women? No nation has ever yet done it by words, only by action. 
The only thing that could debar them' is sex. It cannot be a question of 
immature judgement; as is true with those not of age. But has- not bur 
government made a place for women? and are we not "siiMply arbitrarily 
and without right keeping them from those things which, of right, belong 
to them? Do we not make them pay taxes? By what right do we exclude 
them? Not by the Declaration of Independance, not by the Constitution, 
but merely by tradition^a relic of a barbarous age, an age of tyranny. 

Some say that women do not need to have any vote, for men do every- 
thing that they could desire. Do they? Does a woman desire that he law 
shall authorize a guardian, selected by her husband, to take from her the 
care of her children!; that in the court room he may, against the tears 



38 

and entreaties of mother and child, tear them asunder and separate them 
for years? Would you have your head cut of?? This is an extreme nine- 
teenth century kindly treatment! This is going too far with man's legis- 
lation for woman. 

It is suggested that women are not intelligent enough to vote. No man 
who knows what he is talking about will make himself so ridiculous as to 
say that women are incapable of voting. Such a statement might provoke 
us to refer to Queen Elizabeth, a former Queen of England, Victoria, the 
present Queen, Ella Wheeler Wilcox, Marian Harland, George Elliot, 
George Sand, Harriett Beecher Stowe, and others beyond numbers. 
That would be a disgrace to him who uttered it. There are plenty of ig- 
norant women, but there are intelligent ones enough to counter-balance 
them in effect. She has intelligeoce aplenty for voting, if we consider 
voting men as the standard. Nor does she lack moral qualification — our 
women are far purer than our men. Yet men can vote! So, what we 
claim is equal recognition, but no more. 

We hear a murmur: if women are allowed to vote it will take them away 
from home duties. No more than any other function that she fills, except 
that of being solely a mother. Do you not suppose that the mother 
would take even more interest in the welfare of her sons and daughters 
if she felt the political responsibilities resting upon her? Would she 
love her child less because she was thinking, while rocking it, liow she 
could aid it, how she could legislate so that it might be the better off in 
the years to come? 

We do not presume for a moment that we have discussed this question 
to the bitter end. That must be omitted from this article. But we may 
say that our eyes or our thoughts cannot discern wherein lies the right 
of restriction. It seems to us that her nature is amply qualified, that her 
needs require it, and that of right it belongs to her. 

There are some five hundred pursuits open to women, hence the hope- 
lessness of the task to consider all. Of these we can make only a few re- 
marks. One noticeable fact is that women are gradually coming back 
from their somewhat disastrous rush to fill every position under the sun. 
It had its baleful influence, also its good result. It must be admitted 
that women tried a little too much. They are now coming back to the 
home as their primary and especial sphere. After such a struggle they 
can enjoy the comforts of home. 

Both space and time forbid us to go more into detail concerning the 
sphere of woman. As we said before, her sphere is wherever she can[do 
the most good, wherever her nature permits her to go. That is the only 
limitation that we make to man. What woman's sphere is can be settled 
absolutely through trial, and not through any powers of reasoning. Give 
ter a chance is all she asks. But do not do as man has done in the past, 
decide her sphere for her. That is not right, it cannot be correct. He 



39 

is no more able to fix her exact work than she is to fix his. "No class, 
or race, or sex, can safely trust its protection in any hands but its own." 
In this life we learn by experience, so in this case. One sex will learn 
from the other. Certain things will always be man 's to do: certain things 
will always be woman's to do: at the anvil we will always imagine aman, 
and at the cradle's side we will always see a woman. 

We quote the words of Ludwig Schwerin:* "The narrow limit within 
which the so-called sex is kept is the result of prejudice inherited from 
our forefathers; it is human ordinance, physiologically and psychologi- 
cally unfounded, a mixture of heathenish-antique and Christian scholas- 
tic views of the world. Generation after generatiou passes by careless 
and indifferent to the wrong done to woman. That which in womau is no- 
ble and tender can never be injured by genuine, true education and its 
resultant, the highest culture known." Though we believe in absolute 
equality of the sexes; we do not believe that our homes will be in any 
permanent danger from the perfect freedom of women, The home will 
still hold for women the greatest charm. We heartily agree withGoethe,t 
when he says: "He who strikes at matrimony, he who would, by word 
or deed, undermines the very foundation of all civilized society, let him 
have it out with me; and if I cannot convince him, I will have no more of 
him. Marriage is the beginning of all culture. " Woman instinctively 
loves the home, is physically and mentally constructed for it, so there is 
no danger of destroying the lovliness of our homes by the emancipation of 
woman. We simply hold that she should have equality, and be given the 
right to labor where she wishes, if qualified. 

Having discussed the nature and purpose of education, a historical ex- 
position of the education of girls, and the sphere of woman, we are better 
prepared to answer the question: What should be theeducation of girls? 

It is written that it is not good for man to be alone. So woman was 
created to be his companion. This is after tne fashion of many a good 
minister of the Gospel, who strongly opposes the employment of woman 
outside the home. But does his Good Book anywhere say that it is not 
good for woman to be alone? No! Yet it does proclaim marriage one 
of the most sacred, one of the holiest and noblest institutions on earth. 
As Luther said, we find nature's injunction to marry in the existence of 
the sexes. But this is not the only reason for their existence — it was that 
the peculiar natures possessed by men and women might be given to the 
world, and these energies might have different forms in which to express 
themselves. It is not true that a life is lost if it never partakes of this 
united life, though it may thereby lose the dearest, sweetest, noblest joys 
that human beings ever experience. But be this as it may, there is a 



♦Quoted by Lange in Higher Education of Women in Europe. 
tQaoted from Adele Crepaz's Emancipation of Women. 



40 

large per cent, of the women who never marry. Now, thereare no appa- 
ritions, no presentiments that tell one whether she is going to lead a mar- 
ried or an unmarried life. Ocly the future can reveal this to human eye. 
What use can we make of this fact in our discussion? It is this: We 
never know whether a woman is going to be supported and protected, or 
whether she will have to do this herself. When considering a boy's ed- 
ucation we always look at it from a practical side, discussing what he can 
go into for a life work. Now, why should we not consider a girl's edu- 
cation from the same point? We do not so consider it very largely from 
sheer pride. When you suggest to a father that the education given to 
his daughter should be such that she could make her living by it if necesr 
sary, he shakes his head at the mere suggestion, replying: "I would not 
that my daughter should ever have to do anything to earn her own bread: 
and as long as these arms and feet are good, she shall not. She shall 
enjoy life, at least as long as I live. " This seems all very fine, but ah! 
how cruel! Yes, all may go extremely well as long as the father lives, 
bet when he dies? Many a times these protected daughters suddenly 
become unprotected, and often are compelled to fight the battle of life 
alone. This is where the bitterness comes in. If they had been educat- 
ed in some special life work, then they would have been prepared. One 
does not know what calamity may befall. It is probably true that most 
girls intend to get married when the proper time arrives. But beware, 
sometimes the fortunate ones never meet; sometimes they meet, but part 
and each goes a different course, and she oft-times alone. V/e repeat, there 
is a large per cent of the women who never marry. This is necessarily 
so, for there are many more women than men. What, then, shall be their 
plans in earlier days? Should it not be the choosing and preparing 
herself in some particular calling? Each daughter should be taught some 
means of livlihood. We say that the greatest blessing that can be given 
to a boy is that he may be taught se)f support. Why is not the same 
thing true of the girl? She may have to support herself, and often others. 
And if she afterwards marries this would not be of any detriment to her 
or anyone else. 

If the girl be poor, it will be to her sore heart a balm, for she can sus- 
tain herself, and be not an idler supported by an overworked father; if 
she. be rich, jt will be an opportunity to scatter bounteous blessings to the 
needy; if she is single, it will reclaim her from idleness, langor, restle- 
ness, and ennui; and if married, the pi*actical knowledge obtained, the 
habits formed, will be invaluable. She learns to know many natures, to 
understand many conditions, and becomes able to meet many emergencies. 

Another fact that impells us to the same conclusion is the discontent^ 
the restlessness, the longing of the modern girl. Not only the girl who 
never goes to college is in a state of unrest, but also she who goes, com- 
pletes the course, and graduates. Why this is we can easily see: it is 



41 

the need of some worthy occupation in which she can expend tier ener- 
gies and use her talent. All human nature demands action, employment, 
progress. It is not, it cannot be, content without these. "It wearies of 
the most beautiful surroundings if it is deprived of these, tires of the 
most heavenly music, loathes the most delicate viands. '-' That which op- 
presses most is to have nothing to do; that which gives the most joy is 
the consciousness of having done something worthy, and done it well. 
Who are the happiest girls? Those girls, who lounge around, spending 
their time in listlessness, and unemployment, or those girls who have 
something to, do, and then do it? There can be no doubt. Though many 
of our girls on leaving college marry, and God bless them! many do not 
marry for a few years, and some not at all. Those of the | last two clas-' 
ses are the ones who desire opportunities for the realization of their 
powers. We have elsewhere defined the sphere of woman; and we can 
approve of her studying and teaching art, science, literature, music, 
and practicing in the various professions. Of course she should work for 
money, for by so doing she will learn its value. And what a lesson! one 
that will bless her ten thousand times. Then if any of these girls should 
marry,. this would better enable them to care for their children, and to 
sympathize with their husbands. 

The education of the times, especially as we find it in our ladies col- 
leges, has very little of this practical tendency in it, except in the de- 
partments of music, elocution, and art. We are not saying anything 
against the valuable culture that is obtained, but if this is all that one 
receives then it had better have been put in otherwise. - 

From what we have just said do not infer that we are arguing against 
higher edjueation. It is for that that we wQuld use all our powers, the 
higher the education the better. Do: we not say jin considering a boy's 
education that whatever his callingin life may be he can fill it better, and 
with more pleasure to all, if 'he has been carefully educated? If he nas 
received the highest education possible in the land so much the better is 
he, we say, even if his after college work is humble. His brain has been 
developed, a new life infused into him. That his mind may be developed 
all that money can do for him has been dope. Now why should not the- 
same thing be true of girls or women? If they are properly educated, 
can the education go so high that they are unfitted for every rightful 
position in life,?; icWill higher education make a wife a less loving and 
careful wife, i a-rniQther a less loving and careful mother, a friend a less 
loving and careful iff lend? Because a wife can understand and appreciate 
the cares and the labors of the husband will she be less kind, sympa- 
thetic,, and helpful?! i Will he be less wrapt up in her if she expresses 
this interest ifl his work? No, common thoughts and sympathies will 
bind, their, hearts in a closer embrace. Will the mother be less able to 
care for her children if she has studied carefully and thoroughly the laws 



42 

of physiological development, the nutritiousness of food, and the growth 
of psychological powers? Because she, though her text books on ethics, 
has made a deeper study into the goal of life, the nature of virture, the 
principle of right and wrong, will she be less fit to guide her children? 
And will she be of less aid to the growing mind of her off-spring if she 
has gone through the intricacies of logical and methematical reasoning, 
through the abstruce meta physical theorizing, or the careful observation 
of scientific investigation? No! the knowledge, the training in accuracy 
and in system, the broader and stronger mind, the development of soul, 
will bliss her and her children, and her children's children, and genera- 
tions far in the future! Would that every mother were a physician so 
that she could, under ordinary circumstances, with the advice of a 
specialist, give medical treatment to her family! Would that she were a 
domestic chemist that her children's bodies might be made strong by the 
use of proper foods! Would that every mother were a psychologist that 
she could understand the development of the child's mind and nature. 
We believe it is true as Mrs. Livermore* said before a Woman's Club at 
Denver." The advanced education women have received has added to their 
natural endowments wisdom, strength, patience, and self control, * * * 
and that in addition to a wise discharge of their domestic duties their 
homes have become centers of scientific or literary study or of philan- 
thropy in the community where they live." We speak with pride of the 
fact that America is the home of woman's liberty and opportunity, 
and we bid welcome to everything that will aid in the advancement of 
the education of woman. 

Of course if we admit women into the various professions of medicine, 
teaching, law, etc., or into the political field they should be educated to 
fill these special places. They not Only should be, but will be. Necessi- 
ty would make it so: the law of life is the survival of the fittest, and with- 
out the best education woman could not compete successfully with man. 
For, the men, considering education as a necessity, are not baulked by 
the cost, even if they are self-supporting. 

But alone with this higher education we feel that home duties should 
not be unemployed. A mother, who has a daughter to rear and educate 
writes: "Domestic training should be the golden thread that runs 
through the whole fabric of our girl's education. The truest, noblest 
position of all, is that of the true, intelligent wife and mother. No one 
bnt the Infinite can tell the extent of the influence that eminates from the 
home where each member is in perfect harmony with all that is truest, 
noblest and best." 

If our education destroys girls and women so that they can no longer 
make good wives and mothers then we are inclined to disfavor it. Many 
children and husbands go to untimely graves because of improper home 

♦Quoted by Report of Education, 



\43 

conveaiences and care. If the mother's education has caused the death 
of her child then her education was misdirected; if the husband is made 
sad and pale by the "sad, pale biscuits," and by poorly cooked meats, 
then we hold there has been something left out. We would not have any 
girl ignorant of the kitchen work, and especially of the preparation of 
food. We think that no woman's education is complete until she has be- 
come, through experience, the mistress of the kitchen. The girl had 
better learn this while in her college or in the kitchen of her mother, 
that many disappointment may not come to her if she should be a wife. 
A little more practical knowledge would prevent a great deal of worry, 
of disappointment. The young wife otherwise will have to experience 
this sorrow. And heaven knows she will have enough to bear! 'Should 
not, therefore, every mother teach her daughter how to cook? It is a 
good thing that many of our best schools are putting in such courses as 
domestic chemistry. But this work, however excellent, cannot take the 
place of actual experience. True it is, though, that many of our girls 
never intend to have kitchens of their own to care for; but is it not also 
true that this intention is often not carried out? We hear much talk 
about the common kitchen, the partnership kitchen, wholly under the 
control of men. This it is claimed, will relieve woman from much work. 
True it will, but this is only speculative and we have to educate to meet 
the conditions as they are. And such, as yet, are not our conditions. 
We maintain that such a plan would taKe away much of the charm, as 
well as much of the drudgery, of home. However, if the additional time 
given to the women and girls is used in much higher and nobler ways 
than many are prone to use it, it might be a good plan. But for the con- 
ditions as they are we hold that every girl should be thoroughly fami- 
liar with the value and preparation of various foods. There is a more or 
less prevalent feeling among the society ladies that one who has to do 
this kind of work is contemptible. But we are thankful that such is not 
the view among the people in general. For there the mistress of the 
kitchen is respected as much as is any woman. Such work is not degrad- 
ing under ordinary circumstances, as some would hold; it is ennobling 
if entered into in the right spirit. It may not be the most healthful, 
nevertheless with proper exercise and diversion, it is proper and worthy 
work. 

To every parent who has a daughter the question comes up, some time 
or other, how and where shall I educate my daughter. If one were to 
take the advice of some, the girl would straightway be sent to a boarding 
school. Some think that there is nothing like them, nothing to be com- 
pared with them. But with such a conception we cannot agree. Many 
a girl loves her boarding school because she has had there an opportuni- 
ty to have her fun against regulations, or because she had a better chance 
to flirt with the boys. Not unfrequeutly the rules are broken simply 



44 

from the love of breaking. But many another girl loves such school life 
because of the opportunities afforded her for greater advancement. That 
there is much good in ladies' colleges, there is no doubt; and that there is 
much bad it cannot be questioned. 

So what we have to determine is whether the good exceeds the bad, 
and whether there is no better solution for the problem of the education 
of girls. And if there is such a solution, to determine what it is. 

We all like to see an accomplished girl, onewhoknows her musicor her 
art, one who has read extensively and who can converse entertainingly; 
we like to see her sensible and kind, loving and lovable. But do we not 
have a distaste for the shallow, superficial, surface girl, one whose 
whole mind is filled with the thoughts of boys and of parties, of fraterni- 
ties and of social functions? Would we not have our girls thoughtful as 
well as accomplished, earnest as well as entertaining, amiable as well as 
attractive? One thing that parents often fail to do is to teach them that 
life is a serious matter, that it is more than a play-ground, that it is also 
a work-ground. They should know that life is real and earnest, too. Are 
not many girls under the impression, and by no fault of their own, that 
life is a show, a place to reveal what one can wear or pretend to be or to 
have, where the end of living is to shine as society lights? This fault 
lies not only in parents and in teachers but in schools as well. One kind 
of schools that leads greatly to such is our boarding schools. Many of 
our girls go there simply that they may say, "Oh! yes, I have been to 
college." And what have they done while there? Simply this, and little 
more, made a display of the dresses they could wear. In some schools 
such a feeling is encouraged. But thanks to the cap and gown that is 
coming into use; for the gown conceals the dress, while the cap does 
away with the extravagant display of hats — all are reduced to an equality. 
The objection that Rousseau made against the convents of earlier centu- 
ries is made, and not without justice, against the boarding schools of to- 
day. "Theconvents are veritable schools of coquetry, not honest coquetry, 
but of that which produces all the caprices and makes the most extrava- 
gant female fops." Nor is this very strange; the conditions are usually 
such as to produce such a character. As Ella Wheeler Wilcox observes, 
many girls when associated together naturally turn the conversation 
upon the subject of lovers. Those that have had, or dream that they 
have had, experience relate such to the attentive ears of other and 
younger girls. The imagination is kindled; curiosity is aroused;, a deter- 
mination to experience such is caused to be formed. Then in a dreaming,' 
worthless existence, or in an actual experience, the days and months arc 
passed The condition is an exhaustive and dangerous onen. Readily and. 
easily a good girl is transformed into a coquette, and often into the de- 
spisable flirt. We have all seen such girls, those who think only of boys' 
and of new companions as soon as the old ones have become tiresome. 



«*'&«, 



45 

This condition of weariness is soon reached, and a new conquest, with 
its excitement, is on. What a life this leads to! 

There is another condition that tends in the same direction: the outside 
world is viewed in a false light. If the boarding-school is worldly then 
it is extremely dangerous; and if it is very strict the charms of the 
outside world are magnified. False impression's of its beauty and glory 
are very easily formed. From the girl's window all seems beautiful 
without, so charming, so desirable. Then when perfect freedom is re- 
stored many a girl goes wild almost, senselessly rushing into the pleas- 
ures of the world. The simple fact that the girls are not allowed to talk 
to the boys, except at stated times, throws around each a false halo of 
brightness. The inability to see things as they are is easily pro- 
duced. A false relation between the sexes is established. To an or- 
dinary girl there is ten times more danger for her in such schools than 
there would be if she were in a mixed school, on free and equal terms 
with young men. This is not always the case, for their are exceptional 
girls. We admire the noble, ambitious, self-sacrificing fathers and 
mothers who send their daughters to school, but we feel that for the 
daughter's sake, as well as for their own, the home, permanent or tempo- 
ral, with a good, wise, careful, broad-minded, and sympathetic mother is 
far better. Many a girl goes out from under the care of her mother at 
the most important period in the life of every giri, the period between 
girlhood and womanhood, when so many important changes are taking 
place in body and mind. At this time more than any other is the service 
of a great mother needed; for, a misstep at this point means a series of 
missteps. No wonder that a year or two at college produces a "restless, 
uneasy" girl, who is thoroughly unfitted for practical duties in any field. 
Not all schools produce such efi:'ects, but many do. These faults are part- 
ly due to the principles upon which the schools are founded and by 
which they are governed, partly to the teachers, and largely to the pa- 
rents. They cannot or do not understand their daughters. Before col- 
lege days have come these things should have been rendered all but im- 
possible. 

Such life has a tendency to lead to the unpracticable. If coquetry and 
flirting are practicable, we make no objection. Usually the girls are 
rendered unfit, more or less, for duties as wives or mothers, or business 
women in any profession. 

Some argue that higher education should not be granted to women, for 
by so doing the number of our homes would be decreased, because of the 
extended employment of woman. There are two answers to this: first, 
there is no danger from this source to our homes, for, when the proper 
time comes marriage is a strong probability; second, we admit 
that the number of marriages will be decreased, for when women are ren- 
dered independant they will not enter the double-life for merely pruden- 



46 

tial reasons, for the fear of being left unprovided for. Policy marriages 
among the more sensible people will become things of the past What a 
blessing this would be to the world! One of the curses of the age is the 
ease with which we marry! Education will tend in the direction of mak- 
ing the married relation harder to enter, Besides, familiarity with human 
life will make disappointment less frequent. Imagined love, fancied en- 
dearment, is the source of much unhappiness. Will not the habit of self- 
study destroy such so-called love? But will the true, pure, soul-love be 
destroyed? Not a bit of it, but instead it will grow purer as the days go 
by, instead of [losing idealism it will gain it. Love, educated love, will 
become more and more ideal. 

Whatever the work of a woman may be she can do it the better the 
more she has been educated physically. It is true of women as of men 
that the best qualification is ''a sound mind in a sound body. " If she is 
a teacher she must have strength to go through the day's and week's and 
month's work without exhaustion; she must have her exercise and her 
sleep to keep her nerves in proper condition. Many fail to do good work 
on account of an over taxation of the nervous system. If she is in the 
business world the strain upon her nerves, and the exercise of 
only, certain parts of the body cause a lack of complete bodily develop- 
ment. Nor can the wife or mother get along without careful physical 
culture. Many of our mothers, I fear, are melancholy, cross, ill-temper- 
ed, and even morbid, on account of too little physical exercise. They 
must keep themselves in good physical condition, so that they can over- 
see the whole work, if they would have an attractive and happy home. 
The mother's physical condition, more than that of the father's, determines 
the physical conditions of the children. What effects are produced upon 
,ft>he early years of life if the mother is weakly, ill-tempered, and melan- 
choly! What an uncomfortable place a woman can make of her home, if 
she is continually complaining of ill healtli. 

During the years of young girl-hood is the time when phytiical culture 
should begin, to be continued through life. The strong probability of 
every girl becoming a mother should not be forgotten in the education of 
daughters, and especially from the view of physical culture. Many a 
weakly mother might have been a strong, healthy one if she had had 
proper physical exercise during her earlier years. With her physical as 
well as her mental and moral powers developed she will be the better 
fitted for all kinds of woman's work. 

We are led to the same conclusion when we remember the fact that all 
human nature demands activity. If it does not get it, certain powers 
will suffer, being either undeveloped or turned into wrong channels. 
During the years of change from girl- to womanhood there is an excessive 
amount of physical force, and this surplus if used properly may be the 
cause of much good, if misused then it may cause untold harm. Proper 



47 

traiaioj? in these years will produce the most lovable thing; that God ever 
created^a lovely young woman. Every young woman naturally and 
justl}?- wishes to be charming, to be amiable, to be attractive. One of the 
surest ways is not by any of the schemes and plans and deceits of modern 
social life, but by good health, the product of proper physical develop- 
ment. It gives a fine figure, a clear, sharp mind, an amiable disposition, 
an attractive personal appearance. In this way girls gain not only what 
is desirable now, but what is desirable for all time — a healthy constitu- 
tion. No greater tax is made upon the human being than the tax of 
motherhood. 

We are glad that the schools of to-day are furnishing gymnasia for our 
girls. The courses of instruction are often compulsory. Opportunity is 
given for excellent development, in the games of basket ball and tennis, 
as well as with the various instruments of the gymnasium. 

As a heritage of ancient orientalism, as a mark of mediajvalism, we have 
this separation of girls and boys in education. This is the influence of 
tradition. When we see colleges and universities still holding closed 
their doors to women we think: So much for the power of the past over 
the present. France and Germany advise separate education, England 
and the United States recognized co-education as best. About two-thirds 
of the American schools are open to both sexes. The proportion is in- 
creasing; so, for us co-education has proved satisfactory. We hear no 
complaint from those who have tried it. 

The scheme of co-education we would substitute for the plan of ladies' 
colleges. If the schools are what they ought to be there can be nothing 
justly demanded by any pupil, male or female, that is unprovided for. 
Any of the valuable points of female colleges could be made a part of the 
co-educational institutions. - ^f ' 

But we must answer objections, and in so doing we shall state our 
reasons for our preference. In the first place we may refer to the objec- 
tions we have made against ladies' colleges and seminaries: they present 
a false view of life; they incline away from the practical towards the 
superficial and artificial; they develop strong onesidedness in our girls. 
The bird freed from the cage is as if it were in the wilderness, or else 
darts headlong into danger. A false relationship Is established between 
the sexes; necessary elements of character are omitted. 

Let us now consider some of the objections made against co-education. 
It is said that such endangers the health of our young women. We may 
say, likewise it endangers the health of young men. They say the 
girls will work too hard, in order to keep up with the boys. This is an 
assumption based on two fallacies: first, that boys work extremely hard; 
some do, but the majority do not; second, that the minds of our girls are 
much inferior to those of our boys. This depends largely upon the work. 
If the work involved is pure theory, then, perhaps, the boys have the 



48 

advantage; but if it is a question of feeling, or even argument based on 
facts, the statement holds like a sieve holds water. But as a matter of 
fact the number of boys who leave school on account of ill-health is greater 
than the number of girls. This is probably due to the dissipation the 
boys are prone to engage in; extremely late hours, or some form of deeper 
immoral excess. Then what of the health of the girls in our ladies' col- 
leges compared with that in our co-educational institutions? With the 
same number of female pupils in the two schools there will be three cases 
of sickness in the former to one in the latter. The reason for this is not 
far nor difficult to seek. The advantages for exercise, for good, pure, 
fresh air, the opportunities for encouraging thoughts, new and helpful 
experience, are far less in the ladies' colleges. The freedom, the new life 
infused by contact with gentlemen friends, the desire to be their equals, 
all aid health. The ladies' colleges are the centers of home-sickness and 
loneliness. Happiness is almost synonymous with health. The confine- 
ment of the college walls is destructive, and the regular four o'clock 
promenades are not enough. 

Another objection is that co-education does not give them a training 
suitable to their destiny. This is, of course, untrue if woman's sphere 
includes teaching, medicine, and the like. No one will have the boldness 
to say that our ladies' colleges better prepare one for teaching than do 
the unrestrictive universities. But perhaps this is not what is meant. 
The destiny referred to is that of wife-hood and mother-hood. On this we 
are willing to measure swords. In order for there to be a happy home, 
husband and wife must thoroughly understand each other, must be en- 
tirely agreeable to one another. Can persons, separated by the barriers 
of female college rules, know practically anything about each other? A 
call of an hour once per month, withan occasional church social, or re- 
ception, will this inform each of the character of the other? Not a whit 
of it. And this barrier thrown between is but a stimulus, and before 
anyone dreams of it an engagement is formed between two persons totally 
ignorant of each other. Because on such evenings one inevitably appears 
with a mask on: one is not what he is. They may be entirely agreeable 
then, "but beware, take care!" Human nature has learned only a part, 
a very small part, the false, the agreeable, the showy, the attractive, 
Jthe deluding side. Human nature is learned only by daily contact with 
it — then to learn one half the other must be in daily touch. True enough 
the girl is taught to keep her room in order, and this is a great thing. 
But is it worth while to pay from four hundred to one thousand dollars 
a year for the girl to learn to do that, when the mother at home could 
teach it much more successfully? 

Again, it is objected that a strong-minded type of woman-hood is de- 
veloped. This characteristic is a most desirable one if it means a well 
balanced, accurate, firm, and profound mind. Nothing is more to be 



49 

sought after. If the meaning is that unwomanliness is produced, the 
statement is very questionable. Where do we meet with the froward, the 
dashing, the self-conceited personage? In the co-educational schools or 
in the female colleges? The life of the girl in our institutions that ad- 
mit both sexes is simple, free, modest, and pure; and easy, but admirable 
relationship exists between the sexes. In personal, every day associa- 
tion with young ladies, young men learn to respect them, and especially 
when they meet them on intellectual battle grounds and are defeated, as 
often happens. Each serves as an inspiration for the other, and feelings 
of mutual respect and esteem spring up. But when the young ladies of 
the female colleges are met the occasion is usually such that not earnest- 
ness, but gayety, even coquetry, is the order of the evening. If one 
playstbegame well that one is denominated "bright,"or "fine,"or "charm- 
ing;" and if one does not play so well that one is called, with contempt, 
"dull," "dry," "a bore," "a stick. " Not much opportunity for the de- 
velopment of the purest, noblest sentiments of the heart, is offered. 
Having met in the class room, or worked together in the library, the 
sexes of the co-educational schools become interested in each other's 
work, so that a desirable fellowship is established. Not that games of love 
are never played, and matrimonial alliances never formed. This seldom 
happens, but it is a much less unusual thing with girls of seminaries. Yet, 
if engagements of marriage are formed are they not based on much firmer 
foundations? Each party has had good opportunities to learn the pecu- 
liar disposition, the nature, the character, the likes and dislikes, the aims 
and purposes, of the other. The circumstances are much more favorable 
to domestic happiness. Such a life will put the sexes in their right re- 
lations of mutual respect. 

In the fourth place we are told that co-education will lead to poor 
scholarship. We would be told, perhaps, that this would happen be- 
cause so much time is spent in idleness, or in conversation. Now,' we 
doubt riot that if many of our seminary, or female college, girls were let 
out for a moctb they would spend the whole time talking to boys. This 
is because of a separation that has been, because also of a glamour that 
has been thrown over their eyes. But these conditions are not where 
free communication and association have all the time existed. As a mat- 
ter of fact very little of the time is spent in idleness. Rather the oppos- 
ite feeling of who can win the honors and the prizes is present; each sex 
serves as stimulus to the other. Upward and onward they go, each be- 
comes less indolent, less vain, because defeat somehow or other befalls 
everyone, less love for social excitement, for the thoughts are now cen- 
tered on higher and nobler things. The value of life, its meaning, its 
plans, the many difficulties and advantages, nature and its import, and 



50 

hundreds of other questions are flowing in to be solved. Good, honest, 
serious, careful, self-reliant, girls, who do not wish to spend their life in 
the social whirl, but who wish to live useful lives, are the products. 

Some may object that there are some things which a girl should be in- 
structed in entirely away from the presence of gentlemen. With this we 
heartily agree. There are many things in physiology, anatomy, socio- 
logy, certain departments of psychology (asforexample the passions,) mid- 
wifery, etc., that young women should be instructed in privately. But 
none of our institutions have these special departments in the charge of 
women.. This, we believe isa necessary reform. Certain courses in these 
subjects should be put in our co-educational institutions as a require- 
ment for young women. 

The end of all education is freedom, the opportunity and the ability to 
develop as near as possible to the highest good. In this there should be 
no monopoly. None should be excluded. It is therefore woman's right. 
She should stand the equal of man, being not his slave but his helpmate. 
Each being the complement of the other, there should be no discrimina- 
tion. 

In this we are happy to say that our nation, our own beloved country, 
"Columbia the gem of the ocean," stands first; but with shame we think 
of our failure to recognize woman's right to the possession of her child, 
of the fact that we have not provided for our girls as we have for our 
boys. Great men can never be without great mothers, and great mothers 
can never be without great daughters. Let this, therefore, be the age 
when we shall give to girls their just due. Let us blot out our 
shame, and the shame of the ages, by our devotion to the women in our 
land! 

To the women let us say: Whatever you may choose as your life work, 
go into it with an earnestness that knows no waiver, with the purpose to 
be a blessing to mankind, with an ardor of love that cannot cool. To you 
we pay our tribute of love and respect, for we consider you the saviors 
of our country, of ourselves, and of the world. What you say for us to 
be that we will be. It is impossible for us to be otherwise. We are in 
your power and if you could but realize that there is no power greater 
than the influence of mother, wife, sister, sweetheart, or friend, you 
would not waste your years in idleness, but would bend every energy to 
the salvation of the i^ace. 

"Ah, wasteful woman!— she who may 
On her sweet self set her own price, 
Knowing he cannot choose but pay, 
How has she cheapened Paradise! 

How given for naught her priceless gift, 
How spoiled the bread and spilled the wine, 
Which spent with due respective thrift, 
Had made brutes men, and men divine!" 



51 



ERRATA. 



Page 10, IF 1, line 5, "Menzel," instead of "Mentzel." 

Page 12, note, line 2, read "Luther" for "Letters." 

Page 23, note, line 1, and page 24, ^ 1, line 3, instead of "Girls," read 
"Women." 

Page 24, 1[ 2, 4th. line from bottom, "was elected to," should be 
'elected." 

Page 30, H 1, lines 22 and 24 "temperment, " should be "temperament." 

Page 32, 1[ 2, last line, omit first word. 

Page 34, poetry, line 2, spell "pilow," "pillow." 

Page 39, H 1, 3rd. line from close, spell "loveliness," for "lovliness. " 

Page 40, 4th. line from close, for "livlihood," substitute "livelihood." 



*^i3^ 



BIPLIOQR/IPHT. 



Bryce, James, "American Commonwealth." 
Bacon, Alice M. "Japanese Girls and Women." 
Boone, Richard G. "Kducation in the United 

States." 
Brooks, W. K., "Heredity." (Chapter X., "In- 
tellectual Differences between Men and 

Women.") 
Crepaz, Adele, "Emancipation of Women." 
Clemmer, Mary, "Men, Women and Things." 
Compayre, Gabriel, "History of Pedagogy" 

(Translated from the French by Payne.) 
Commissioner of Education, Report of, "1894- 

'95" and "1897-'98" 
Dilke, CuUey & Whelley, "Woman's Work." 
Davidson, Thomas, "The Education of the 

Greek People." 
Ellis, 'Havelock, "Man and Woman." 
"Grote's Greece." 
"Gibbon's Rome." 
"Quizot's France." 
Higginson, Thomas "Common Sense about 

Women. 
Lange, Helene, "Higher Education of Women 

in Europe." 
"Menzel's Germany" 

Miller, J. R., "Girls; Their Faults and Ideals," 
Murdoch, E. H., "Rational Education of Girls." 



Ostrogorski, M., "The Bights of Woman." 

Orton, J., "The Liberal Educatiou of Women." 

Painter, F. V. N., "History of Education." 

PascoH, C. E. "Schools for Girls and Colleges 
for Women.'' 

Purdie, Eleanor, "University Education of 
Woman in America, Germany, and Switzer- 
land." 

Buskin, John, "Sesame and Lilies," (Especial- 
ly "Queen's Gardens.") 

Rosenkranz, J. K. P., "The Philosophy of Edu- 
cation." 

Rousseau, "Emile." 

Spencer, Herbert, "Education." 

Starrett, Hellen Ekin, "Future of Educated 
Women," and "After Colleges What?" 

Shireff, E.. "Intellectual Education for Wom- 
en." 

Stanton, Theodore, "The Woman Question." 

Talmage, Rev. T. DeWitt, "The Pathway of 
Life." 

Wilcox, Ella Wheeler, "Men, Women, and 
Emotions," 

Consult also various Magazines: "Education," 

"Populur Science Monthly," "Forum," "Educa- 
tional Review," "Critic," "The Century 
Magazine," and "Ladies' Home Journal." 



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